Ace Smith, Stephanie Throne - Differentiating Instruction With Technology in K-5 Classrooms - International Society For Technology in Education (2007) - Compressed

Differentiating
Instruction with
Technology
in K-5 Classrooms
G R A C E E. SMITH
STEPHANIE THRONE
International Society for Technology in Education

EUGENE, OREGON • WASHINGTON, DC
(c) 2011 International Society for Technology in Education. All Rights Reserved.
Differentiating Instruction with Technology in K-5 Classrooms
Grace E. Smith
Stephanie Throne
Copyright © 2007 International Society for Technology in Education

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Library of Congress Cataloging-in-Publication Data

Smith, Grace E.
Differentiating instruction with technology in K-5 classrooms / Grace E.
Smith, Stephanie Throne. — 1st ed.
p. cm.
Includes bibliographical references.
ISBN-13: 978-1-56484-233-6 (pbk.)
1. Individualized instruction. 2. Educational technology. 3. Teaching—Aids and devices.
4. Elementary school teaching. I. Throne, Stephanie. II. International Society for Technology in Education.
III. Title.
LB1031.S62 2007
371.39'4—dc22
2007020503
First Edition
ISBN: 978-1-56484-223-6
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ABOUT ISTE
The International Society for Technology in Education (ISTE) is the trusted source
for professional development, knowledge generation, advocacy, and leadership for
innovation. A nonprofit membership association, ISTE provides leadership and
service to improve teaching, learning, and school leadership by advancing the
effective use of technology in PK-12 and teacher education.
Home of the National Educational Technology Standards (NETS), the Center

for Applied Research in Educational Technology (CARET), and the National
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professionals worldwide. We support our members with information, networking
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effective use of technology where it can make a difference—increasing the produc-
tivity of teachers and administrators; helping students with unique learning styles,
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DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS Hi
ABOUT THE AUTHORS
Grace E. Smith received a PhD in instructional

(educational) technology from Wayne State
University. Her experience includes 10 years as a
teacher and reading specialist in public and private
schools and 8 years as a technology curriculum
coordinator for a school district of 10,000 students.
She has also worked as the director of continuing
professional education at a business college, as an
educational consultant, and as an adjunct professor
at two universities, where she taught writing and
technology courses.
Stephanie Throne received a PhD in Spanish

literature from the University of Michigan at Ann
Arbor. She has extensive experience in developing
online educational materials and at one point was
the first instructor at her institution to offer online
foreign language classes. Assignments necessi-
tating the use of technology have always played an
important role in all of her classes. She currently
works as an independent contractor for adult, high
school, elementary, and preschool Spanish classes
and as a private tutor for students of college level
Spanish, elementary reading, and math.
iv DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS
CONTENTS
Introduction 1
Strategies-At-a-Glance 2
CHAPTER 1 Overview and Principles of Differentiated Instruction 5

Research on the Impact of Technology on Learning 7
Status of Technology Use in Schools 10
Technology Features That Support Differentiated Instruction
in Elementary Classrooms 13
Resources for Chapter 1 16
CHAPTER 2 Using Technology to Differentiate by Interest 17

Differentiating by Interest 18
Technology-enhanced Instructional Strategies Focusing on Student Interest 18
I-Search Strategy 20
Jigsaw Group Strategy 29
R.A.F.T. Strategy 36
WebQuest Strategy 40
CHAPTER 3 Using Technology to Differentiate by Readiness 49

Differentiating by Readiness 50
Tiered Assignments to Support Differentiated Instruction by Readiness 55
CHAPTER 4 Using Technology to Differentiate by Learning Profile 67

Background: Multiple Intelligences Theory Aft
DO
Multiple Intelligences Theory in Practice 69
Connecting MI and Instructional Technology with Core Curricula 74
Technology Tools and Multiple Intelligences 78
DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS v
CONTENTS
CHAPTER 5 Using Technology to Differentiate by Content 87

Matching Content to Learners 88
Differentiating Content by Readiness 00
OO
Compacting Curriculum for More Able Students 88
CHAPTER 6 Using Technology to Differentiate by Process 111

Differentiating by Process 112
Differentiating by Process Using Cubing and ThinkDots 123
Differentiating by Process with Technology 134
CHAPTER 7 Using Technology to Differentiate by Product 147

Differentiating Products by Readiness, Interest, and Learning Profile 149
CHAPTER 8 Using Technology in Encore Subjects:

Art, Foreign Languages, Music, and PE 161
Differentiating in the Encore Classroom 162
Differentiating Encore Subjects with Technology 166
Learning Centers or Stations 170
R.A.F.T. Strategy 179
WebQuest Strategy 184
CHAPTER 9 Using Technology to Assess Learning 197

Curriculum-Instruction-Assessment + Technology 198
Wrapping Up Assessment + Technology 212
CHAPTER 10 Using Technology to Manage Your Differentiated Classroom 217

The Learning Environment: A Critical Component for Success 218
Support Mechanism: Scaffolding 220
Support Mechanism: Peer Coaching 223
Anchoring or Extending 224
BIBLIOGRAPHY 239
APPENDIX National Educational Technology Standards 241
INDEX 245
vi DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS
INTRODUCTION
The purpose of Differentiating Instruction with Technology in K-5 Classrooms is to help

you strengthen your teaching skills by adding technology tools to differentiated
instructional strategies. As with most other endeavors, you'll probably find that the
key to using technology with differentiated instruction is to move slowly.
You can try out as many or as few strategies in this book as you wish. Some strate-
gies or activities require more preparation time than others, and some will be a
more natural fit with your style of teaching. All chapters contain a resource section
of links based on the topic at hand. These resources are to provide examples and
ideas for trying out the activities in your own classroom.
Here's a caveat from your authors. Although all Web sites in this book were tested
prior to publication, sites change addresses frequently. If you find that a link
doesn't work, try using the title provided with each link (the title is placed before
the URL listing) as your search term. In other words, if the link for the Center for
Applied Research in Educational Technology (CARET) doesn't work, search using
the phrase "Center for Applied Research in Educational Technology" or CARET.
You should be able to find the site without too much trouble.
The content and resources in this book are designed to supply you with some
concrete plans to test ways you might combine technology with differentiated
instruction. More important, we hope it will serve as a stepping-stone to inspire
you to create your own plans for your own students.
We've always liked books that feature overviews and contents-at-a-glance. What
follows is a snapshot of this book's chapters in an easy-to-read table.
DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 1
INTRODUCTION
Strategies-At-a-Glance
Differentiated
Instruction Strategy Differentiated Instruction
Chapter or Practice Conventional Classroom Focus Classroom Focus Technology Features
1 Overview Use of paper and pencil or low-tech Use of computer and Internet Personalization, privacy,
and Principles tools to learn or extend learning technology to learn or extend collaboration, organization,
learning authentic learning
2 Interest Not often assessed, sometimes Built on student interests and l-Search, WebQuests, Jigsaw
ignored passions, interest centers and groups, group investigations,
groups, new forms of expression; Internet
link interests with curriculum;
share interests
3 Readiness Sometimes used with reading and Flexible groups based on readiness, Flexible groups, tiered
math groups (high, middle, low) Equalizer tool, scaffolding, tiered assignments created with
assignments technology tools
4 Learning Profile Not often assessed, sometimes Learning style preferences assessed Assessment tools created in
ignored and honored; learning environment technology applications, teacher
considered; multiple intelligences, anecdotal records stored in
cultural-influenced, and gender- handhelds or Word documents
based preferences considered and
sometimes the structure for learning
activities
5 Content Teacher + textbooks Flexible group learning; non-text Content software, Internet sites,
resources; variety of resources based multimedia, video streaming
on readiness, interest, and learning
profile; curriculum compacting;
learning contracts
6 Process Teacher-driven Student choices, multiple Student choices, choice board,

intelligences, interest groups interactive sites and software
and centers
continued
2 DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS
INTRODUCTION
Differentiated
Instruction Strategy Differentiated Instruction
Jlll^ or Practice Conventional Classroom Focus Classroom Focus Technology Features
7 Product Non-digital tools such as crayons Group reports, projects, and Digital tools for authentic
and paper, dioramas, handwritten authentic artifacts using non-digital product creation and sharing
reports by individuals tools of information (Publisher,
PowerPoint, Word, Paint,
Internet)
8 Encore Subjects Often whole-class, teacher-driven Flexible grouping, learning centers Tech-driven flexible grouping,
activities, with exception of or stations, interest centers or learning centers or stations,
pairing or grouping; use of other stations, group reports or projects, interest centers or stations,
Dl strategies and technology tiered instruction, authentic and tiering; interactive/virtual
dependent upon teacher knowledge documents, varied printed texts and sites and software; digital tools
and availability of funds for tech traditional audiovisual resources, for authentic documents and
resources skills-based differentiation product creation; WebQuests
and R.A.FIs; podcasts, labs,
student handhelds and
multimedia; student choice and
choice boards
9 Assessment Student assessment after Use of a wide range of pre-, ongoing, Software, online, and teacher-
completing a unit or chapter and post-assessment tools made assessments
10 Management Teacher-driven Flexible groups, Voice/e-mail, talking text,

whole group frequent feedback, both student-managed projects,
oral and written discussion groups, electronic
feedback
CHAPTER 1
Overview and Principles of

Differentiated Instruction
NCLB, IEP, GLCE, MI, 6 + 1 Traits—are any of these acronyms a

part of your everyday language? As teachers, we have our own
jargon, which is often based on current educational trends and
philosophies.
Sometimes it can seem overwhelming to keep abreast of all the

latest developments and buzzwords in our profession. While
many of the changes and advances become an important part of
our curricula and repertoire, others fall by the wayside because
we learn they aren't as effective as advertised.
The waning popularity of particular approaches or tactics
doesn't necessarily mean that their methodologies are inher-
ently flawed but that our teaching practices are keenly shaped
by such external factors as cultural shifts, changes in the family
dynamic, and technology improvements. So as the "business" of education under-
goes changes, we, too, must make modifications to reach students of different
backgrounds and levels of ability.
Yet another acronym you're undoubtedly familiar with is DI, or differentiated

instruction. Perhaps unlike some of the acronyms listed above that represent
various educational theories or practices, DI has the potential to play a vital and
sustained role in the classrooms of the future. While older movements and strate-
gies may fade and new ones develop, the essential premise of DI gives promise
to its being long-lasting. It offers a unique flexibility to withstand change over a
significant period of time. Why is this?
C H A P T E R 1 Overview and Principles of Differentiated Instruction
The core of DI is a broad framework that offers multiple approaches to meeting

learners' needs. Our classrooms today are more diverse than ever, with a wide
range of interests, levels of readiness, and learning styles. In addition to this
breadth of academic diversity, we encounter a challenging array of cultural and
familial differences that strongly influence our students' social and learning
personalities. As teachers, we're faced with meeting the unique needs of each and
every student. We're also charged with ensuring high levels of student achieve-
ment across the board.
As opposed to some educational theories and methods of the past, DI actually

embraces the recognition of cultural, familial, and academic differences among
students. Teachers who practice DI modify their instruction to address that diver-
sity and to meet curricular objectives. At the same time, in the DI classroom,
educators don't bear all the responsibility for student learning and achievement.
Students have responsibilities, too.
How can DI possibly help educators rise to the doubly difficult challenge of
meeting the demands placed on them to produce high achievement results while
concurrently addressing the variety of academic, cultural, and familial diversity in
our classrooms? Let's examine some key components of differentiated instruction
to understand its fundamental value.
• DI encourages the modification of instruction to address student diversity
and to meet curricular objectives.
• DI emphasizes student accountability for learning and high levels of
participation through flexible grouping and simultaneous activities, such
as learning centers and WebQuests.
• DI features group-driven tasks, but it also relies on whole-class and
individualized instruction to complement group work. It focuses on the
quality of activities versus the quantity of work assigned.
• DI promotes a comfortable yet challenging learning environment.
Teachers realize that their organization and presentation of content
profoundly affects students' motivation to learn and their perceived
ability to comprehend. Inspired students feel safe in their learning
communities and are intrigued by the subject matter at hand.
• DI depends on pre-, ongoing, and post-assessment that utilizes both
traditional and nontraditional evaluation methods, such as teacher obser-
vation, self-assessment, and project work.
• Teachers who apply DI concepts show a willingness not only to learn
more about their students but also to modify instruction to support
student needs. As a result, student surveys and other tools used to learn
about students are important.
CHAPTER 1 Overview and Principles of Differentiated Instruction
• DI is guided by the constructivist, or student-centered, approach to

teaching and learning. Constructivism, one of the big ideas in educa-
tion that arose during the early 1990s, is the belief that students create
or construct their own knowledge and understanding by building on
previous learning. Constructivist learning is active rather than passive.
Constructivist teachers relinquish their traditional role of "sage on the
stage" (the omnipotent keeper of knowledge) to become the "guide on
the side" (the facilitator of experiences and opportunities for children to
learn).
• In student-centered classrooms, planning, teaching, and assessment are
focused on the needs and abilities of students. Why? Because construc-
tivists believe learning is most meaningful when topics are connected
to students' needs and interests and when the students themselves are
actively engaged in creating, understanding, and connecting to knowl-
edge. Students are motivated to learn when they feel they have a real
share in their own learning. In a student-centered classroom, students are
given options and are included in decision-making processes. The focus
in these classrooms is on choices, rather than on one size fits all. Students
are regarded as individuals with thoughts and issues that merit consider-
ation and thoughtfulness.
• DI practitioners make instructional decisions based on student readiness,
interests, and learning profile as well as on content, process, and product.
Even more recently, teachers who practice DI have begun to focus on
student affect and the learning environment.
That said, what about technology? How does it impact learning? What does
research about technology in the classroom tell us thus far?
Research on the
Impact of Technology on Learning
According to the Center for Applied Research in Educational Technology (CARET),
a project of the International Society for Technology in Education in partnership
with Education Support Systems and the Sacramento County Office of Education,
technology can help improve student performance in six key ways:
1. "Technology improves student performance when the application

directly supports the curriculum objectives being assessed/' In other
words, technology is most effective when integrated with curriculum
content.
2. "Technology improves performance when the application provides

opportunities for student collaboration/' Studies show that paired and
collaborative learning in conjunction with technology enhances student
performance.
3. "Technology improves performance when the application adjusts
for student ability and prior experience, and provides feedback to
the student and teacher about student performance or progress with
the application/' This finding supports the differentiated instruction
practices of coaching and mentoring as well as sharing responsibility
for learning.
4. "Technology improves performance when the application is integrated
into the typical instructional day/' This finding supports classroom
and content learning with technology as opposed to lab learning with
technology.
5. "Technology improves performance when the application provides
opportunities for students to design and implement projects that
extend the curriculum content being assessed by a particular standard-
ized test." Student-created products, multimedia, and video streaming
are examples of how technology can extend curriculum content.
6. "Technology improves performance when used in environmentswhere
teachers, the school community, and school and district administrators
support the use of technology." In addition to performance improve-
ments tied to administrative support for technology, findings show that
integration of technology with instruction, professional development
for teachers, and computer use at home and school with differentiated
products and student entry points combine to improve performance.
Differentiated instruction focuses on teaching strategies that give diverse students

multiple options for taking in and processing information, making sense of ideas,
and expressing learning. Technology tools can support good instruction and offer
personalized learning environments in which students interact with software,
conduct research, create products, and communicate with others outside their
school. Both differentiated instruction and technology tools are important for
21st-century education, aka digital age learning.
According to a study by the North Central Regional Educational Laboratory
(NCREL) titled "enGauge 21st Century Skills: Literacy in the Digital Age/7
"[Technology has catapulted us into a knowledge-based global society/7 As
a result of technology, what students learn and how and when they learn are
changing.
NCREL advises that technology influences learning in these three ways:

1. Technology drives change. As a result, success in society will require skill
sets in the 21st century significantly different from those of the past.
2. Technology serves as a bridge to more engaging, relevant, meaningful,
and personalized learning, all of which can lead to higher academic
achievement.
3. Technology provides a platform for using timely and relevant data to
shape personalized learning.
The enGauge 21st Century Skills shown in Table 1.1 are well matched with the
principles and practices of differentiated instruction. Combining differentiated
instruction strategies with technology will help students attain the 21st -century
skills sets.
TABLE 1.1 » The enGauge 21st Century Skills
Digital-Age Literacy • Basic, scientific, economic, and technological literacies

• Visual and information literacies
• Multicultural literacy and global awareness
Inventive Thinking • Adaptability and managing complexity and self-direction

• Curiosity, creativity, and risk taking
• Higher-order thinking and sound reasoning
Effective Communication • Teaming, collaboration, and interpersonal skills

• Personal, social, and civic responsibility
• Interactive communication
High Productivity • Prioritizing, planning, and managing for results

• Effective use of real-world tools
• Ability to produce relevant, high-quality products
©2003 North Central Regional Educational Laboratory. All rights reserved. Reprinted with permission of
Learning Point Associates.
The enGauge skills sets offer a quick look at what students will need for the future.
What, though, is that state of technology in today's schools? Is there ample and
strategic technology integration to help prepare and propel students to actualize
21st-century skills? The following section provides a quick review.
Status of Technology Use in Schools

The use of technology in classrooms appears to range from none, or minimal, to
frequent. Although various agencies and groups across the United States have
collected data, there's little uniformity on what should be collected and how. As a
result, it's difficult, if not impossible, to determine from a global perspective how
much technology is used in elementary schools today.
'Technology Counts" is a report (in print and digital formats) produced annu-
ally by Education Week. Education Week surveys the states to measure the status of
K-12 education technology and then creates individual state technology reports
based on several criteria: state overview, access to technology, use of technology,
the capacity to use technology, state data systems, and data access/analysis tools.
Education Week analyzes each of the six major categories and makes comparisons
among states. A grade is given for each category, and each state receives an overall
grade as well. Readers who use the Education Week Web site (www.edweek.org)
can make online comparisons between their own states and others. If you don't
have a personal subscription, your school district or regional school district may
subscribe.
The "Technology Counts 2006" report is the ninth report Education Week has
completed in as many years. Although many states have made great strides toward
improving technology in the schools, it's disheartening to read this year's survey
results. Why? Because of the 50 states and the District of Columbia, only two states
received an A grade for overall technology: West Virginia (94) and Virginia (92).
The six states ranking lowest received D+ to D- grades: Hawaii (69), Massachu-
setts (69), Oregon (66), Rhode Island (65), Minnesota (65), and Nevada (62). The
remaining states range from North Dakota, with a B grade (86), through Oklahoma,
with a C- grade (70). The overall technology grade average is C+, with a score of 77.
Other recent studies can give you a taste of the status of technology across the
country and prompt you to check out your own state's score in the "Technology
Counts 2006" report. Or you might contact your state department of education to
see what's planned for technology in the near future.
In the 2003 "Use, Support and Effect of Instructional Technology" (UselT) study
of several schools in Massachusetts, some interesting findings were noted at the
Grade 5 level:
• Students use computers in school but less than at home.

• Fifth-graders use computers in school more than 8th- and llth-graders
do; but 24.5% of 5th-graders don't use computers, 39.6% use computers for
15 minutes or less per day, and 33.4% use computers ranging from 15 to
60 minutes every day to once per month.
• Teachers use computers during instruction less than students do.
• Key factors affecting elementary classroom use include

m home use, skills, and beliefs about technology;
m teachers7 pedagogical beliefs and practices;
m student technology skill level;
m principals' beliefs about technology;
m principals' emphasis on technology and pressure to use technology.
Another study, the 2005 "National Teacher Survey/' shows that a gap exists
between technology for teachers and technology for teaching because the need
for data management has begun to supersede the need for instructional use. Why
is data management so important? According to eSchoolNews, "New technologies,
combined with the strict accountability demands of the No Child Left Behind Act
(NCLB), have combined to create a climate in which 'Data-informed Instruction'
is flourishing. The NCLB has introduced a number of new buzzwords into the
lexicon of K-12 educators—and the most significant of them all just might be
'data-driven decision making.'
"Simply put, this concept involves the collection and analysis of test results,
demographic information, and other student data to make more informed deci-
sions about instruction—and, given the stringent requirements of NCLB, it's a
practice that is no longer an option for today's school leaders, but a necessity."
Other key findings from the survey show:
• Teachers cite computers as effective tools, but only about 54% integrate
them into daily instruction.
• Seasoned teachers indicate no resistance to classroom technology.
• Classroom instructional use of computers ranks 4th in the role of
technology use by teachers (1st is administrative functions, 2nd is
communication, and 3rd is research and planning).
A fourth study, "Effect of the unitedstreaming Application on Educational Perfor-

mance," reports that those students who received instruction that incorporated
unitedstreaming videos showed dramatic improvement in achievement. United-
streaming is a browser-based Internet content delivery system developed by
Discovery Education. It consists of a collection of more than 4,000 videos and 40,000
chaptered clips of standards-based educational videos, teacher guides, black line
masters, student activities, clip art, quizzes, and teacher resources. Conclusions
drawn from the study reveal three primary reasons that multimedia and tech-
nology are effective in the classroom:
1. Multimedia and technology use engages students, which in turn leads to

students who are more attentive, knowledgeable, and higher achieving.
2. Multimedia and technology use leads to teachers who are better prepared
and more effective.
3. Multimedia and technology use in the classroom changes the nature of
interaction in ways that help students learn.
In its report on the NetDay 2005 Speak Up Event, NetDay, a national nonprofit
organization, summarized national data on technology use in education collected
from 185,000 student surveys and 15,000 teacher surveys.
The surveys focused on technology products and Internet tools used by teachers
and students and how they're using them. Surveys also focused on trends, obsta-
cles and issues, and student achievement through technology.
Survey results determined that:
• Students are innovative users of technology and adopt new technologies
to support learning and lifestyles.
• Communication is a key motivator for students, driving their use of
technology for learning and for personal use.
• Younger students continue to adopt sophisticated technologies, especially
those favored by older siblings.
• Students and teachers want access to current technology tools when
they need it. Restrictions to technology use for learning frustrate them.
• Teachers' technology use does not keep up with advances in how
students use technology.
• Students believe that technology enriches their learning experiences and
prepares them for a competitive job market.
• Students use technology tools for communication, research, completing
school projects, and checking on their grades.
• Teachers use technology tools for preparing lessons, keeping records,
communication, and research.
As other studies are reported, well have a better picture of how technology is used
in education. The Irving, Texas, "Laptop Surveys for Teachers" report, for example,
offers insight into how laptops are changing instruction in the school district. It
would be helpful to see similar studies conducted in each subject area to assess
the learning issues specific to that content. However, what remains constant is
that knowing how to use technology is increasingly necessary on many levels to
function in our society. Teachers need to integrate technology into their classrooms
to personalize and facilitate learning, to nourish learners' engagement with curric-
ulum content, and to prepare students for the world of work.
While many teachers still struggle with how to use technology and integrate it into
classroom content, those who are more sophisticated in their use of technology
may not have thought much about how to use it in a differentiated classroom. In
other words, you might be a master at differentiated instruction but not know how
to add technology as a differentiation tool. Or you might be a techno whiz but not
know much about differentiated instruction.
The power of two—differentiated instruction + technology—will soon be apparent
to teachers who successfully use technology in a differentiated environment.
Technology is a highly motivating, interactive tool that can be used to personalize
students' instruction according to their learning styles, interests, and readiness.
Web resources and multimedia software greatly expand learning options and
provide information access way beyond the school textbook and media center.
Technology can help teachers shape and deliver instruction to meet the needs of all
students, assist in the improvement of student thinking, provide for research and
presentation products, and improve communication. This book is about combining
technology with differentiated instruction in ways that empower student learning.
Technology Features That

Support Differentiated Instruction
in Elementary Classrooms
Over the last 30 years, studies have shown that the teacher is the most important
factor in student learning. Research from Marzano, Pickering, and Pollock (2001)
reveals the nine essential instructional strategies most likely to improve student
achievement in all grades and any content area. As states and districts become
increasingly accountable for academic performance (No Child Left Behind legisla-
tion), teachers must become more aware of the instructional strategies that work,
and they must employ them.
The nine categories of instructional strategies are listed in order of effectiveness in
the first column of Table 1.2 on the following page. Column two lists their corre-
sponding elements in differentiated instruction. Column three lists tech tools such
as software and Web sites that support differentiated instruction.
TABLE 1.2 • Nine categories of instructional strategies most likely to help students learn
1. Recognizing similarities and differences Graphic organizers such as the Venn diagram and Inspiration and Kidspiration software
Comparison matrix Web-based/downloadable graphic organizers
Represent similarities and differences in graphic Word processing tables (Word software)
or symbolic form
Sorting, classifying, using metaphors and
analogies
2. Summarizing information and Beginning, middle, end Cornell Note-taking Forms

taking notes Clarifying information Inspiration and Kidspiration software
Teacher-prepared and student-prepared NoteStar
comments Read-Write-ThinkNotetaker
Webbing Word processing notes (Word software)
3. Reinforcing effort and providing Effective praise and rewards Kids Are Authors (Scholastic)
recognition Effort and achievement rubrics and charts Microsoft Publisher certificates
Personalizing recognition Online certificates
Success stories of people who persisted during Personal achievement logs
difficult times Word processing feedback notes (Word
software)
4. Homework and practice Planners and organizers Content-related software

Vary student and teacher feedback Homework help sites to extend learning
beyond the classroom
Word processing planners and organizers
(Word software)
Word processing feedback notes
(Word software)
5. Nonlinguistic representations: Cause and effect organizers Digital cameras

• Creating graphic representations Concept organizers Graph Club software
• Drawing pictures and pictographs Drawing pictures, illustrations, and pictographs Inspiration and Kidspiration software
• Engaging in kinesthetic activity Graphic organizers Kid Pix software
• Generating mental pictures Physical models and movement Micro Worlds software
• Making physical models Time-sequence organizers Excel spreadsheet software
Paint software (Microsoft Windows accessory)
PowerPoint software
TimeLiner software
Virtual manipulative software or Web sites
continued
TABLE 1.2 • Nine categories of instructional strategies most likely to help students learn (continued)
Effective Instructional Strategies Application to Differentiated Classrooms related Tech Tools
6. Cooperative and collaborative learning Flexible groups by interest, learning style, and Group investigations
groups by ability, interest, and other readiness Individual and group assessments
criteria Individual and group accountability Jigsaw groups
Vary groups by size and objectives Multimedia software
Think-Pair-Share strategy Scavenger hunts
ThinkQuests
WebQuests
7. Setting objectives and providing feedback Learning contracts for achieving specific goals Electronic journaling (Word software)
Ongoing assessment Learning logs (Word software)
Praise Project-based learning checklists (Web-based)
Rubrics RubiStar and other rubric generators
Self-assessment Word processing checklists (Word software)
Student-led feedback Word processing contracts (Word software)
Teacher feedback that's timely, specific, and
constructive
8. Generating and testing hypotheses Decision making Graph Club

Historical investigation Kids' mysteries
Invention Kidspiration and Inspiration hypothesis Webs
Making predictions Internet research
Problem solving Online graphing generator
PowerPoint slideshows
Science Court software
Word or Publisher reports, mini-books, and
advertisements
9. Questions, cues, and advance organizers Advance organizers Cubing and ThinkDots templates
Anticipation guides Inspiration/Kidspiration advanced organizers
Cubing and ThinkDots activities Online or Word-created KWL charts
KWL charts Word Personal Agendas
Pause after asking questions Word narrative advance organizers
Resources for Chapter 1

Center for Applied Research in Educational Technology http://caret.iste.org
(CARET)
Education Commission of the States Policy Brief: www.ecs.org/clearinghouse/12/28/1228.doc

Student Performance and Teacher Accountability
Education Week's Technology Counts 2006 www2.edweek.org/rc/articles/2004/10/15/tc-archive.html
Effect of the unitedstreaming Application http://caret.iste.org/index.cfm?StudylD=852&fuseaction=studySummary

on Educational Performance
eSchoolNews www.eschoolnews.com/resources/reports/datadrivendecisionmaking/
Integrating Technology into the Classroom www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies,html

Using Instructional Strategies
Irving, Texas, Laptop Surveys for Teachers report www.iittl.unt.edu/irving/lrvingTeacherReport2005.pdf
Kids Are Authors http://teacher.sckholastic.com/activities/kaa/
Mystery Net's Kids Mysteries http://kids.mysterynet.com
2005 National Teacher Survey http://newsroom.cdwg.com/features/2005NatlTeacherSurvey.pdf

(Teachers Talk Tech 2005)
http://newsroom.cdwg.eom/features//TTTCompleteResults.pdf
NetDay 2005 Speak Up Event www.netday.org/SPEAKUP/pdfs/SpeakUpReport_05.pdf
No Child Left Behind www.ed.gov/nclb/
North Central Regional Educational Laboratory (NCREL) www.ncrel.org/engauge/skills/engauge21st.pdf

report: enGauge 21st Century Skills: Literacy in the
Digital Age
NoteStar http://notestar.4teachers.org
Use, Support and Effect of Instructional Technology www.bc.edu/research/intasc/PPT/USEIT_NECC070203.ppt
Who Is Accountable for Children's Education? www.pbs.org/newshour/btp/pdfs/stlouis_accountability_2005.pdf
CHAPTER 2
Using Technology to
Differentiate by Interest
Multiple intelligences expert Thomas

Armstrong affirms, "Giving students choices
is as much a fundamental principle of good
teaching as it is a specific intrapersonal
teaching strategy" (1994, p. 83). We couldn't
agree more.
If you look around your building or district,

you'll find colleagues who have set up
interest centers in their classrooms. Maybe
you have some, too. The point is that an
interest-driven learning environment
engages children. Teachers know that when learners are interested in a topic, they
put in more effort, retain more information, and connect what they're learning to
prior knowledge. In other words, interest-based activities help motivate children to
learn.
In this chapter, we offer strategies and tools for using technology to differentiate by
interest. We focus primarily on the inquiry-based learning strategies of I-Searches,
Jigsaw groups, R.A.F.T.s, and WebQuests. We also offer some technology resources
to support investigations in the classroom.
Before we dig into the specifics of these strategies, let's review the basics of differ-
entiation by interest.
CHAPTER 2 Using Technology to Differentiate by Interest
Differentiating by Interest
Differentiating by interest means crafting activities that permit students to explore
their own interests and develop new ones. When tasks promote curiosity, learning
becomes more appealing to all students, even those who struggle most or are the
most reluctant to learn.
Although some educators (parents, too!) might not view it as such, student choice is
a powerful ally for teachers and a great incentive for students. Researching topics
of personal interest encourages students to become more actively involved in the
learning process, which in turn boosts their levels of accountability.
A user-friendly characteristic of differentiating by interest is that its core concepts
aren't overly complex. If you need some guidelines as to what your students'
interests are, ask them, or use a convenient tool such as an online interest survey
or questionnaire.
Technology-enhanced Instructional Strategies

Focusing on Student Interest
You may already differentiate by interest in your classroom by using learning
centers or groups, literature circles, and independent or exploratory study. Such
activities are fairly common in elementary classrooms.
We're going to take differentiating by interest a step further by adding technology
to the mix. Adding such technology as draw and paint software, presentation and
publishing software, brainstorming tools, and Web resource tools allows teachers
to personalize learning, vary the process by which learning is achieved, and
produce products (artifacts) based on what students have discovered and learned.
Table 2.1 lists four instructional strategies that focus on student interests. Note
that the strategies we've chosen are inquiry based or inquiry oriented. Inquiry-
based learning strategies have much in common with those of differentiated
instruction because they're founded on a constructivist perspective that promotes
a high degree of accountability for one's own learning, concept-based problem
solving, and collaborative learning. In Table 2.1, we've provided a definition of
each interest-based strategy, along with how it works in the classroom.
Now that you've seen a brief overview of the interest-based strategies that
represent the core pedagogy of the sample lesson plans of this chapter, we'd like
to give you more specifics about each one.
TABLE 2.1 • Instructional strategies that focus on student interests

Strategy i
ill
ill
ii How It Works in the Classroom
l-Searches Student-driven investigative research paper or 1. Students individually use the Web, electronic research tools, and
other product based on a "genuine itch" (interest, other resources to investigate a topic of interest.
passion) as defined by creator Ken Macrorie. 2. Students individually use technology such as Web research
tools, word processing templates, draw and paint software, and
brainstorming tools for creating, writing, publishing, and presenting
information to their peers.
Jigsaw Groups A peer teaching strategy in which students focus 1. Working in cooperative home teams students use electronic tools
on a specific interest or topic with the assistance such as Web resources, online self-assessments, notes and planning
of a jigsaw group. In the jigsaw group, students templates, and other resources to investigate a portion of a task
discuss definitive aspects of their shared interest that's assigned by the teacher.
or topic and brainstorm how they'll present key 2. After reassignment to their jigsaw group, students use technology
information to their home groups. such as software-based and Web-based research tools, as well
as presentation and publishing software for creating, writing,
publishing, and presenting information to their peers.
R.A.F.T R.A.F.T. stands for role, audience, format, and 1. Teacher determines the content students are to learn and then identifies
topic. It was created originally to combine reading the specifics of four components: role, audience, format, and topic.
and writing in unconventional ways. 2. Students confer with teacher about which role they'll assume.
Students design a new product that demonstrates 3. Students individually use Web or electronic research tools, hyperlinks,
their conceptual understanding of teacher- and hints in the R.A.F.T. table to locate information.
identified skills and ideas.
4. Students individually use technology such as paint and draw software,
graphic organizer software, and word processing software for creating,
writing, publishing, and presenting their final product.
WebQuests Team (or sometimes individualized) activities 1. Working in a cooperative team, students use Web research tools to
using the Internet to help students grapple investigate a teacher-designed topic of interest.
with complex, open-ended questions. Tasks are 2. Working in a cooperative team, students use technology such as Web
research- or interest-based, or both, and require research tools, Web page creation tools, and puzzle creation tools
problem-solving skills such as evaluation, analysis, for creating, writing, publishing, and presenting information to their
and synthesis of resources. peers.
Preceding each sample lesson plan, you'll find a profile section that describes the
function, advantages, and components of each strategy, plus the steps you need to
follow to create activities that use the strategy. You'll find information about the
related technologies used in the lesson plan. We'll provide a brief description of
how the technologies will be used in the lesson plan, as well as any implementa-
tion challenges. Lastly, we'll supply a description of the technologies, where to find
them, and where to get help when implementing them. While we realize you may
have tried all or some of these strategies in your own classroom, it's also possible
you may not have had any experience with them at all. If you're lacking experience
or feel like you need a quick review of any of the strategies, turn first to the infor-
mation sheet before looking at the sample lesson plan.
l-Search Strategy
We begin with the I-Search, an attractive alternative to the conventional research
paper.
Profile: l-Search
Function
To enable a greater understanding of the research process as well as the production

of a quality artifact by means of self-selection of an intriguing topic.
Advantages
m Increases student commitment through freedom to choose individualized

topic and product format and style.
• Enhances understanding of the research process, thereby improving
writing, organizational, and presentation skills.
• Permits use of multiple technologies such as word processing, publishing
software, brainstorming tools, Web research tools, and draw and paint
software and inquiry-based learning.
Components
A. Selecting a topic/Posing questions based on immersion activities/What
do I want to know?
B. Finding answers/Developing a search plan
C Searching for and using information/Gathering, analyzing, and synthe-
sizing information
D. Developing the final product/Showing what I've learned/Representing
knowledge
Steps to Create an l-Search

The I-Search comprises four steps that have many different names or titles, so
weVe listed more than one for each step.
1. For component A:
« Develop a broad or general theme and determine the core concepts
students must comprehend.
« Figure out a hook that will encourage students' interest in the topic
along with their willingness to discuss any previous knowledge of,
or experience with, the theme.
m Prepare possible questions to use as you brainstorm with students

about what questions they want to answer or subtopics they might
want to investigate.
m Put together a brief overview of the four phases of the I-Search process
for the students so that they know what's ahead.
• Consider how you might help students select their own topics, possibly
using a KWL (What I Know—What I Want to Know—What I Learned)
chart, interest maps or inventories, or journaling (about "what if" ques-
tions, their likes, things they wonder about, etc.).
2. For component B:
• Demonstrate strategies students might use to collect information.
• Direct students toward electronic sources, possible interviews, printed
sources, and other resources that will assist them in the research
process.
• Disseminate rubrics, guidelines, timelines, and information about your
expectations for the final product, as well as the research process.
3. For component C:
« Assist students as they endeavor to make sense of the information
they're gathering.
• Teach them to use graphic organizers as a classification tool.
4. For component D:
• Reexamine the rubrics and other evaluation criteria to make sure
students are on track.
m Continue to guide them toward helpful resources as needed.
« Support them in the creation of their final products as needed.
Related Technologies: I-Search Lesson Plan
Word Processing Templates

How word processing templates will be used in the activity: In the accompa-
nying lesson plan, students type biographical information into a word processing
template (Word) or a publishing template (Publisher). To complete this activity,
students must know how to input information into the pre-designed templates, and
you must be able to create one ahead of time.
As an additional option, you may elect to have students use a word processing
template as a part of the brainstorming phase. You could prepare a template that
students fill in during class discussion (such as a KWL chart) or provide a template
with a journal question or an interest inventory that prompts them to think about
the topic at hand and identify their primary interests.
Implementation challenges: In most cases, word processing templates are very
user friendly. Sometimes misalignment problems might occur, or students will
forget to save their documents or changes to them.
Resources for Word Processing Templates

Description Templates are pre-created forms or files accessible in word processing programs that
you customize by filling in personalized information. A word processing program, such
as Word, enables you to create and format a document on the computer and edit it
without retyping the document. You save your document as a file on your computer or
on a disk, CD, or flash drive.
Where to find In most cases, a word processing program such as Word will come with your computer
the templates or be supplied and installed by someone in the technology department at your school.
You may purchase it almost anywhere online or at traditional stores, such as office
supply stores, bookstores, department store chains, and electronics stores.
Where to Word has a built-in help feature with searchable contents. If you can't find the answer
get help to your question, it will ask you if you wish to search for the answer via Microsoft's
Answer Wizard on the Web. In addition, the additional resources below may be helpful
to you.
Word Home Page—Microsoft Office Online
http://office.microsoft.com/en-us/word/
Microsoft's home page provides templates, blogs, a product guide, help, and FAQs.
Online Technology Practice Modules—Word
www.lnternet4classrooms.com/online_word.htm
Essential Microsoft Office XP: Tutorials for Teachers
www.pitt.edu/~edindex/OfficeindexXP2.html
This is an online book that supplies a set of tutorials to help teachers learn not only
Word, but also Excel, PowerPoint, and Access, as well as the drawing tools.
Online Technology Tutorials
www.kent.k12.wa.us/KSD/IT/TSC/prof_dev/tutorials.html
This is a thorough site from Kent School District that provides multiple tutorials for
Word, PowerPoint, Excel, FrontPage, Publisher, Outlook, Access, Inspiration, KidPix,
and many others. It offers additional resources on technology integration, PC basics,
and other software and hardware tools.
Web Research Tools

How Web research tools will be used in the activity: In the lesson plan below,
students will use Web resource tools to find facts that they need to generate a
biographical summary for their final products. Minimally, students must be able to
use kid-safe search engines to hunt by keywords to track down historical informa-
tion. You can assist your students by guiding them to some useful Web sites and by
modeling how to collect and organize information.
Implementation challenges: When using the Web, there's always a possibility that
a Web site might be down, under repair, or nonexistent. Computer servers and
other equipment may impact Internet connection speed and performance. If your
school has filtering software, sites that you or your students may wish to access
could be blocked, depending on content. More challenged readers might move
more slowly as they scan the sites to search for useful information.
Resources for Web Research Tools

Description Search engines, dictionaries, encyclopedias, online databases, library catalogs, Web
sites, and other online resources that enable you to locate information based on
keywords, dates, or topics.
Where to find There are countless resources on the Web.

software
Whereto Paint has a built-in help feature with searchable contents. If you can't find the answer
get help to your question, check the resources below.
Kids' Tools for Searching the Internet
www.rcls.org/ksearch.htm
Ask for Kids
www.askforkids.com
CyberSleuth Kids
www.cybersleuth-kids.com
KidsClick!
www.kidsclick.org
NoodleQuest
www.noodletools.com/noodlequest/
Kids Online Resources
www.kidsolr.com/reference/
Thinkfinity Search
www.marcopolosearch.org
Draw and Paint Software
How draw and paint software will be used in the activity: In the lesson
plan below, students must know how to create a picture with draw and
paint software (Paint or Kid Fix) and be able to insert it into the word
processing or publishing software template.
Implementation challenges: Even children with little experience seem to warm up

very quickly to draw and paint software. It takes some practice to become familiar
and adept with the drawing tools, and it doesn't allow for much fine detail.
Resources for Draw and Paint Software
Description Programs that allow you to simulate the action of drawing and painting via computer.
Drawing and painting tools are housed in a toolbox.
Where to find Programs such as Paint normally come with your computer.
the software
Whereto Paint has a built-in help feature with searchable contents. If you can't find the answer
get help to your question, check the resources below.
Lakewood Public Library's Microsoft Paint Tutorial
www.lkwdpl.org/classes/MSPaint/paint.html
How to Use Microsoft Paint
www.teachers.ash.org.au/geparker/how_to_use_microsoft_paint.htm
Microsoft Paint Tutorial
www.lesley.edu/faculty/ahunt/MSPttutr.htm
Kidspiration, Inspiration, Brainstorming Tools,

and Graphic Organizers
How brainstorming tools and graphic organizers will be used in this activity:
In the accompanying lesson plan, you may choose to use electronic learning tools
such as Kidspiration or Inspiration to assist in the brainstorming phase of the
activity. Students might create idea maps or Webs as a means to select a topic that
intrigues them.
Implementation challenges: Although it's not difficult to learn, you'll need to

show your students how to use various graphics and other tools first, and you'll
need to allow for some practice sessions.
Resources for kidspiration and Inspiration

Description Kidspiration and Inspiration are learning tools that foster brainstorming, categorizing,
and organizational skills. These software programs help students to construct, classify,
and sequence information, as well as to understand different perspectives through the
creation of visual images such as idea maps, concept maps, Webs, and storyboards.
Where to find Inspiration Software Inc. is the manufacturer. You may download a free trial from
the software the company's site, www.inspiration.com. You may order the product directly from
the manufacturer, but you can also find it at many online and traditional department
stores, electronics stores, educational stores, and bookstores. In many cases,
departments within schools make their own decisions as to whether they wish to
purchase it for use by their staff.
Whereto Inspiration Software Inc/s technical support page (for both Kidspiration
get help and Inspiration)
www.inspiration.com/techsupport/index.cfm?fuseaction=inspiration
This site includes a tutorial quick tour, FAQs, upgrade information, and tips.
Grosse Pointe Public Schools' sites on Inspiration and Kidspiration
www.gpschools.org/ci/ce/computer/inspire/inspiration.htm
www.gpschools.org/ci/ce/computer/inspire/kidspiration.htm
These sites offer tutorials and sample uses for classroom activities, using both products.
Lee's Summit R-7 School District Technology Integration pages on Inspiration
and Kidspiration
http://its.leesummit.kl2.mo.us/kidspiration.htm
http://its.leesummit.k12.mo.us/inspiration.htm
Teacher2Teacher.com's Kidspiration 2.1 Training Guide
www.teacher2teacher.com/samples/Kids__2.1_TG_SampleCh3.pdf
Lesson Plan
I-Search—Explorers
Grade 5
Subject Area Social Studies
Curriculum National Council for the Social Studies Standards addressed:

Standards All students will sequence, chronologically, the following eras of American history and key events within these eras to
examine relationships and explain cause and effect:
NSS-USH.5-12.1 Era 1: The Meeting of Three Worlds (beginnings to 1620)
NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)
National Educational Technology Standards for Students (NETS-S) addressed: (see appendix for full list)
1. Creativity and Innovation: 1.a., 1.b.
2. Communication and Collaboration: 2.b.
3. Research and Information Fluency: 3.a., 3.bv 3.c, 3.d.
4. Critical Thinking, Problem Solving, and Decision Making: 4.b.
Lesson Students choose an explorer to investigate. They write a summary of the explorer's life, accomplishments, the country he sailed
Summary for, and dates of birth and death. Then they type the information into a bookmark template. Students also create an original
portrait of the explorer (and optional ship) to insert into the template. After proofreading, bookmarks are printed, glued on tag
board, and laminated (optional).
Materials • Bookmark template (Publisher or Word)

• Color printer (preferred). If color printer isn't available, print in black and white, then hand color with pencils or crayons.
• Laminating machine (optional)
• Yarn or ribbon for tassel or trim
Web Resources Make it Happen!: The l-Search Unit www2.edc.org/FSC/MIH/i-search.html

Information Inquiry for Teachers http://eduscapes.com/info/isearch.html
Literacy Matters: l-Search www.literacymatters.org/lessons/isearch.htm
Explorer Links http://edtech.kennesaw.edu/Web/explorer.html
eMINTS: Explorers of North America www.emints.org/ethemes/resources/S00001141.shtml
Lesson 1. Students select an early explorer they wish to investigate by using tools such as brainstorming, a KWL chart, interest
Activities inventories and maps, and journaling or discussion questions, or both.
2. Using print and Internet resources, students research facts about their explorers, such as date of birth and death, country
they sailed for, what they discovered, problems and successes, contribution to exploration, and so forth. Prior to beginning
their research, assist students by modeling how to collect and organize the information they find. See the "Modeling How
to Collect and Organize Information Students Encounter During Research" section for help in this process. In addition, share
rubrics and other tools that will be used to evaluate students' final products.
3. Students create a bookmark-sized summary of the key points in their explorer's life.
continued
C H A P T E R ! Using Technology to Differentiate by Interest
I-Search—Explorers (continued)
Technology 1. Create graphic of explorer in Paint, Kid Pix, or other graphic program.
Activity Options 2. Type summary or highlights into bookmark template.
3. Insert graphic into template. Print and assemble. Laminate if desired.
4. See examples at www.gpschools.org/monteith/Staff/fifth/Kellogg/ss.htm.
Differentiation/ More capable students can create longer and more detailed artifacts or products.
Extension Less capable students may create shorter and less detailed artifacts, and may need scaffolding.
Evaluation • Use rubrics to evaluate students on research, writing, and technology components. See sample rubric below.
• Use a journal or other product for student self-reflection.
TABLE 2.2 Rubric for Explorers lesson bookmark

TABLE 2.2 • Rubric for Explorers lesson bookmark
Category 4 3 2 1
Research Effort Stays on task 90%-100% Stays on task 80%-89% of Stays on task 70%-79% of Stays on task only 60%-
of the time to complete the time. Focuses on what the time. Needs prodding 69% of the time. Doesn't
research. Very self-directed. needs to be done most of from teacher. complete all necessary
the time. research.
Layout The bookmark includes the The bookmark includes the The bookmark is missing one The bookmark is missing
and Design two necessary graphics two necessary graphics, graphic or doesn't follow the both graphics and doesn't
and completely follows the but doesn't fulfill all of the required formatting. follow the required
required formatting (on formatting requirements. formatting.
both sides of the bookmark).
It's appealing, colorful and
reader friendly.
Biographical Showsa90%-100% Shows 80%-89% Shows 70%-79% Shows only 60%-69%

Content understanding of the topic. understanding of the topic. understanding of parts of understanding of the topic.
The bookmark includes all The bookmark is missing one the topic. The bookmark The bookmark is missing
required elements. required element. is missing two required three or more required
elements. elements.
Spelling There are no grammatical There are one to two There are three grammatical There are four or more
and Grammar or spelling mistakes on the grammatical or spelling or spelling mistakes on the grammatical or spelling
bookmark. mistakes on the bookmark. bookmark. mistakes on the bookmark.
FIGURE 2.1 •
Explorer
bookmark
researched and
illustrated by
fifth grade Created by
student kamala K.
Modeling How to Collect and Organize Information

Students Encounter During Research
First, check your curriculum resources to see if any resources (in print or online)
are suggested. Look over those that are available to you. Next, go to the Web to
search for additional resources.
In most cases, you'll seek out two types of sites: 1) note-taking forms that will assist
your students in the collection and organization of information, and 2) safe sites
containing biographical information about the selected explorers.
We suggest you pick a sample explorer, which means you'll not allow the children
to choose one for their own bookmarks. We recommend you visit a handful of sites
with your students to show them how to find the required information and how to
place it into an appropriate note-taking form. If you haven't tried any Web-based
booking and tagging programs to help lighten your load, you might want to test
them out. Furl (www.furl.net) and del.icio.us (http://del.icio.us/) are social book-
marking Web services that you may use to search for, store, categorize, and share
links. Tags are words that you create to describe the bookmarked links.
If you wish to allow students to search for their own biographical sites, consider
using some kid-friendly search tools such as KidsClick! or Ask for Kids. We found
a neat Web site for kids created by the Kentucky Virtual Library (The KYVL for
Kids Research Portal—Step 3: Take Notes: www.kyvl.org/html/kids/p3_notes/
notes.html). It examines eight different types of note-taking strategies. You might
want to share and review some or all of these strategies with your students and
allow them to use the strategy they feel most comfortable with. We offer a useful
list of resources for other helpful forms (for note-taking and other tasks) at the end
of this chapter.
Jigsaw Group Strategy

Now that youVe learned about I-Search and reviewed a lesson plan for an I-Search
explorers project, take a look at another strategy. Jigsaw groups provide an unusual
opportunity for students to use both collaborative and individual skills as they
assume responsibility for teaching others about a specific interest.
Profile: Jigsaw Group
Function
To develop peer teaching and presentation skills via a cooperative learning activity
that centers on a particular area of interest.
Advantages
m Boosts abilities in team building, collaboration, and leadership. Enhances

community atmosphere in the classroom.
• Improves skills in researching, questioning, listening, and presentation.
• Encourages familiarity with multimedia, such as presentation or
publishing software. Encourages familiarity with such research software
as an online encyclopedia or database.
Components
A. Identification of sections of text or subtopics of current theme to study
B. Division of students into home groups
C. Additional regrouping of students into expert groups according to
common subtopics or sections of text, followed by group research
D. Preparation of instructional materials and techniques by expert group
members
E. Instruction by expert members upon return to home groups
F. Assessment
Steps to Create a Jigsaw Group
1. For component A, choose the chapter(s) of the text you wish to use.
• Option A: divide the chapter(s) into the appropriate number of sections
(to match the number of home groups).
• Option B: select the appropriate number of subtopics needed (to match
the number of members in a home group).
• You might give students the option of voicing their preferences via an
interest survey (as to which subtopics or text sections they might like
to research).
« Describe the jigsaw technique to the students so that they know what
to anticipate.
2. For component B, form four to six diverse home groups and select a
captain for each group. Each member of every home group will become
an expert on a topic.
3. For component C, rearrange home group members with the same topic
into their appropriate expert group. Each expert group uses a variety of
materials to research its topic.
» Model strategies students might use to research information.
• Point students toward electronic sources, printed sources, and
other resources that will assist them in the research process.
« Share rubrics, guidelines, timelines, and information about your
expectations for the final product, as well as the research process.
4. For component D, expert group members determine how they'll teach
what they've learned to members of their home group.
• Assist students as they attempt to identify the most important
information to share.
» Support them in the creation of their final products and coach them
as they polish their presentations. Provide opportunities to practice
their presentations.
5. For component E, expert group members jigsaw back to their home group
to teach what they've learned.
« Home group members take notes and listen as each member teaches.
• If you allow each group to present information simultaneously in
various parts of the classroom, float from group to group to monitor
progress and evaluate students.
• If you ask groups to present individually at the front of the class-
room, guide a discussion at the end of each presentation that involves
clarification of unclear points and resolution of any student questions.
Evaluate students as they present their information.
6. For component F, everyone is assessed on the topics taught by student
experts.
« Consider having your students fill out both self-assessment and
peer-assessment forms that they'll turn in to you.
« Complete final assessment for each individual student.
Related Technologies: Jigsaw Croup Lesson Plan
Rubric-Creation Tools
How rubric-creation tools will be used in the activity: The majority of sample
activities and lesson plans in this book require the use of one or more rubrics as a
part of the evaluation process. You may decide to use an online rubric generator or
another rubric-creation tool to produce a rubric.
Implementation challenges: Rubistar is extremely user friendly. If you wish to
access your rubric online, make sure you save your work. You might save a copy of
your rubric offline so that it will be available to you even if the Web site is down.
Resources for Rubric-Creation Tools

Description Rubric generators such as Rubistar reduce your preparation time because they quickly
build simple or very detailed rubrics based on the specifications you input.
Where to find http://rubistar.4teachers.org

the tools
Whereto On the Rubistar site, there's a tutorial along with sample rubrics. If you wish to register,
get help you may do so for free.
Presentation Software
How presentation software will be used in the activity: In the jigsaw group
lesson plan, students must know how to create a slideshow to present key informa-
tion about a topic or to create a quiz-like game.
Implementation challenges: Presentation software usually provides a structured

layout, which helps students. But at the same time students might choose many
options to enhance their slideshow. It takes a little time to become familiar with all
of the options and how to place objects (such as imported pictures or clip art) on
the slides.
Resources for Presentation Software

Description Presentation software, such as PowerPoint, supplies templates for slides, charts, and
other diagrams that you design to communicate information in a clear and attractive
format. Presentation software offers an extensive list of options that you may
choose to enhance the layout of your material, such as text, graphics, sounds, video,
backgrounds, fonts, color schemes, lettering styles, clip art, and so forth.
Where to find In most cases, presentation software such as PowerPoint will come with your computer
the software or be supplied and installed by someone in the technology department at your school.
Where to PowerPoint has a built-in help feature with searchable contents. If you can't find
get help the answer to your question, it will ask you if you wish to search for the answer via
Microsoft's Answer Wizard on the Web. Following are some additional Web-based
resources:
lnternet4Classrooms: Online Technology Practice Modules—PowerPoint
www.lnternet4classrooms.com/on-line_powerpoint.htm
This site has wonderful resources for templates, sample PowerPoint presentations,
tutorials, and integration ideas.
PowerPoint Home Page—Microsoft Office Online
http://office.microsoft.com/en-us/powerpoint/
This is Microsoft's home page for their product, and it has links for help, a product
guide, and templates.
The PowerPoint FAQ List
www.pptfaq.com
This site offers help, tips, templates, how-tos, add-ins, bugs, tutorials, and other tech-
related issues, such as versions, compatibility, exporting, importing, and on and on!
PowerPoint in the Classroom
www.pptfaq.com
This is a tutorial site that you may use with your students.
Publishing Software
How publishing software will be used in this activity: In this lesson, students
have the option of creating a board game in Publisher if they don't wish to create a
game or presentation in PowerPoint. They must be familiar with the graphics tools
they may use to fashion a product that looks like a game board.
Implementation challenges: Publishing software presents some of the same chal-

lenges as presentation software, such as familiarity with enhancements, alignment,
and placement.
c H A pT E R 2 Using Technology to Differentiate by Interest
Resources for Publishing Software

Description Desktop publishing software, such as Publisher, enables you to use templates or to
create free-form communicative materials such as newsletters, brochures, invitations,
banners, and so forth. This software offers a plethora of tools to customize the layout
and design of your document to create a professional-looking final product.
Where to find In most cases, publishing software such as Publisher will come with your computer or
the software be supplied and installed by someone in the technology department at your school.
Whereto Publisher has a built-in help feature with searchable contents. If you can't find the
get help answer to your question, it will ask you if you wish to search for the answer via
Microsoft's Answer Wizard on the Web. Following are some other helpful resources:
Northside Independent School District's Publisher Training (10 videos)
www.nisd.net/scobee/online_training/publisher/pub_training.htm
Microsoft's How-to Articles for Teachers (on Publisher, Word, Excel, and
PowerPoint)
www.microsoft.com/education/classtipsarchive.mspx
Microsoft's Templates Home Page
http://office.microsoft.com/en-us/templates/default.aspx
Lesson Plan
11 Jigsaw Group—Volcanoes:
Grade 4
Subject Area Science
Curriculum National Science Standard addressed:

Standards NS.K-4.3 Life Science: As a result of activities in grades K-4, all students should develop understanding of:
• Properties of earth materials
• Objects in the sky
• Changes in earth and sky
1. Creativity and Innovation: 1.a., l.b.
2. Communication and Collaboration: 2.a., 2.b.
3. Research and Information Fluency: 3.a., 3.b., B.C., 3.d.
continued
Jigraw Group—Volcanous (continued)

Lesson In this lesson, students participate in jigsaw groups to learn information and teach it to each other. They subsequently create
Summary a group slideshow, game, or other artifact to present their information.
Materials Textbook
Reference Materials
Web Resources Volcano World's Kids7 Door http://volcano.und.nodak.edu/vwdocs/kids/kids.html

Building Volcano Models http://volcano.und.nodak.edu/vwdocs/volc_models/models.html
IKnowthat.com: Science Lab: Volcanoes www.iknowthat.com/com/L3?Area=ScienceLab
Internet Geography: Volcanoes www.geography.learnontheinternet.co.uk/topics/volcanoes.html
Notes/Planning Template www.openc.k12.or.us/citeintro/elementary/process/docs/onlineplanner.pdf
Self-Assessment www.sasked.gov.sk.ca/docs/elemsci/astemp2.pdf
Lesson 1. (a) Divide a textbook chapter or two into as many sections as you have members in a home group, or (b) Identify as many
Activities topics as there are members in a home group. (Example: if you have four home groups of six members each, you need six
topics.) The examples in (a) depend on the chapter(s) you select and divide; the examples in (b) might include causes of
volcanoes, locations of major volcanoes, important facts about major volcanoes, volcano disasters, and so forth. If you wish,
you may use the Volcano World Web site listed in the Web Resources section above (and use various legends as topics), or the
Landforms: Volcano Web site that deals specifically with the possible topics we listed for examples here in 1(b).
2. Divide students into four to six diverse home groups and designate one student in each home group as captain. Each
member of each home group will become an expert on a topic.
3. Home group members with the same topic jigsaw to become members of an expert group. Each expert group uses a variety
of materials to research its topic.
4. Expert group members determine how they'll teach what they've learned to members of their home group.
5. Expert group members jigsaw back to their home group to teach what they've learned. Home group members take notes
and listen as each member teaches.
6. Everyone is assessed on the topics taught by student experts.
Technology • Home group students can create a collaborative slideshow or brochure or other artifact to present their information.
Activity Options u £xpert or home gr0up students can create a Jeopardy-tike or other game in presentation software, or a board game in
Publisher.
Differentiation/ More capable students may create a longer, more detailed artifact.
Extension More capable students may create quiz questions or a game to augment their presentation.
Less capable students may be paired with a more capable student who serves as a mentor.
Less capable students may create fewer slides or a less detailed brochure.
Evaluation Use rubrics to evaluate students on the following components. See sample rubric (Table 2.3):
• Research notes
• Completed product
• Cooperative group
• Effective team member
TABLE 2.3 III Rubric for jigsaw group lesson plan

Category 4 3 2 1
Artifact Artifact is 100% complete. Artifact is 85%-99% Artifact is 70%-84% Artifact is 55%-69%
It includes all required complete. It includes all but complete. It's missing two complete. It's missing three
elements and has no one required element and required elements and or more required elements
more than two spelling or has three to four spelling or has five to six spelling or and has more than eight
grammatical errors. grammatical errors. grammatical errors. spelling or grammatical
errors.
Content Shows 90%-100% Shows 80%-89% Shows 70%-79% Shows only 60%-69%
understanding of the topic. understanding of the topic. understanding of parts of understanding of the topic.
the topic. Doesn't seem to understand
the topic very well.
Presentation Speaks clearly and distinctly Speaks clearly and distinctly Speaks clearly and distinctly Speaks clearly and distinctly
90%-100%ofthetime. 80%-89%ofthetime. 70%-79%ofthetime. only 60%-69% of the time.
Stands up straight and Stands up straight and Sometimes stands up Often mumbles or cannot be
establishes eye contact with establishes eye contact straight and establishes eye understood.
everyone in the room during with audience during the contact. Slouches or does not look
the presentation. presentation most of the at audience during the
time. presentation.
Focus on Task/ Stays on task 90%-100% Stays on task 80%-89% of Stays on task 70%-79% of Stays on task only 60%-
Work Ethic of the time to complete the time. Focuses on what the time. Needs prodding 69% of the time. Doesn't
research. Very self-directed. needs to be done most of from teacher or group complete all necessary
the time. members. research.
Collaboration Supports the efforts of Supports the efforts of Supports the efforts of Supports the efforts of
with Peers others in the group by others in the group by others in the group by others in the group by
listening to and sharing listening to and sharing listening to and sharing listening to and sharing
with others 90%-100% of with others 80%-89% of with others 70%-79% of with others only 60%-69%
the time. Tries to promote the time. the time. May be disruptive of the time and is disruptive.
harmony within the group. at times.
R.A.F.T. Strategy
R.A.F.T., a third instructional strategy, is the acronym for role, audience, format,
topic. We like it because students are provided a guided structure for working
on projects, and teachers can create many variations of the same theme simply
by modifying the four elements of the acronym. Think about how you might use
R.A.F.T. in your own classroom.
Prof ile: R.A.F.T.
Function
Initially, R.A.F.T.s were used as a reading reflection or reading comprehension

strategy that involved written products. Today, teachers of all subjects rely on
R.A.F.T.s to strengthen conceptual understanding using deep thinking and to
allow for multiple product formats.
Advantages
m The R.A.F.T. strategy is an extremely flexible differentiation tool because

teachers can differentiate content, process, or product by interest, readi-
ness, and learning profiles.
• The R.A.F.T. strategy may be used across curricular areas.
• The R.A.F.T. strategy forces students to consider a viewpoint different
from their own, such as their teacher's, their parents', or another important
person in their lives. It requires that they direct their response(s) to an
audience that isn't their teacher or a family member. It entails the produc-
tion of an artifact in a format different from what they might normally
choose. These inherent elements foster creative thinking and imagination.
Components
Role Which role will the students take on in the production of the final arti-
fact: Historical or literary figure? Politician or scientist? Writer?
Audience To whom are the students writing or communicating: Friends or peers?
Members of a local community or citizens of a nation? Another historical
figure or character?
Format What's the preferred format of the final product: An oral product? An art
project? A written document?
Topic Who, when, or what is the subject of the final artifact? (Use a strong
verb to convey meaning; for example, use plead, convince, depict, argue,
demand, predict, speculate, etc.)
Steps to Create a R.A.F.T

1. Decide on the core concepts and essential ideas you want students to
grasp.
2. Seek out electronic sources, printed sources, and other resources that will
assist students in the research process, and steer students toward them.
3. Identify and be prepared to discuss with students:
• possible roles for them to take on when preparing the final product,
• a range of audiences for the product,
• an assortment of formats for the product,
• an array of topics for the product.
4. Determine how to differentiate the R.A.F.T. (by interest and readiness,

by readiness only, etc.).
5. Show students a sample R.A.F.T. assignment, and review the key
components together.
6. Design a rubric that you'll use to assess final products, and review it
with your students.
7. As students work on their R.A.F.T., circulate among them and help as
needed. It's possible to use the R.A.F.T. technique with pairs, triads, or
even quads, but it's a little more difficult with more students in a group
(due to the fact that each group produces one product).
8. Have students share their creations and assess them.
Related Technologies: R.A.F.T. Lesson Plan
Kidspiration/lnspiration/Brainstorming Tools/
Graphic Organizers
How graphic organizer software will be used in the activity: In the lesson plan
below, students will complete a prewriting graphic organizer to help prepare them
to take on a particular role in their writing assignment.
Implementation challenges: Although it's not difficult to learn, you'll need to
show your students how to use various graphics and tools first. You'll need to also
allow for some practice sessions.
Paint and Draw Software

How Paint and Draw software will be used in this activity: Students will
generate a picture of the character or person whose role they assume in their
writing assignment.
Implementation challenges: Even children with little experience seem to warm up
quickly to draw and paint software. It takes some practice to become familiar and
adept with the drawing tools, and it doesn't allow for much fine detail.
Word Processing Software

How word processing software will be used in this activity: Students will type
their written assignment (a letter) in Word or another word processor.
Implementation challenges: In most cases, word processing templates are very
user friendly. Sometimes misalignment problems might occur, or students will
forget to save their documents or changes to them.
Lesson Plan
R.A.F.T. – The Chalk Box Kid
Grade 2
Subject Area Language Arts/Reading
Curriculum NOTE and IRA Standards addressed:

Standards
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the
cultures of the U.S. and the world: to acquire new information; to respond to the needs and demands of society and the
workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their
prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other
texts, their word identification strategies, and their understanding of textual features (for example, sound-letter
correspondence, sentence structure, context, graphics).
3. Students adjust their use of spoken, written, and visual language (for example, conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
Lesson In this lesson, students read The Chalk Box Kid, complete a R.A.F.T. activity, and write a letter from a personal point of view.
Summary
Materials The Chalk Box Kid, by Clyde Robert Bulla

Copies of a R.A.F.T. graphic organizer
Paint, Kid Pix, or similar drawing program
Word processing, desktop publishing, or presentation software program (optional template)
continued
R. A.FJ.—The Chalk Box Kid (continued)

Web Clyde Robert Build's Web page http://mowrites4kids.drury.edu/authors/bulla/
Resources The Chalk Box Kid links and puzzle www.gpschools.org/ci/depts/eng/k5/second/chalk.htm
Come Aboard a R.A.F.T.! www.geocities.com/writingprocess/R.A.F.T.choices.htm
Reading Strategies with R.A.F.T. www.greece.k12.ny.us/instruction/ela/6-12/reading/Reading Strategies/R.A.FI.htm
Lesson 1. After finishing the book, ask students to complete a R.A.F.T. prewriting graphic organizer.
Activities 2. Distribute copies of the organizer and pair students to complete the organizer as a prewriting activity.
3. Ask students to choose either the role of Gregory (Option 1) or the role of one of the students in the new school he will be
attending (Option 2). You might suggest that one student in each pair choose the role of Gregory and the other choose the
role of another student.
4. After they complete their R.A.F.T., ask students to write their letters.
5. Ask students to generate a computer image of Gregory or themselves.
6. Ask students to print their graphic and assemble it with their letter.
7. After letters and images are completed, student pairs can share their products with one or more student pairs.
Role Audience Format Topic

Gregory Students Letter Write a letter to tell students your feelings about
coming to a new school. Describe your feelings.
Student Gregory Letter Write a letter to Gregory to welcome him to your
school. Describe your school and what he'll be
able to do at your school.
Technology Students choosing Option 1 should draw a picture of Gregory in Paint, Kid Pix, or a similar program and label it "Gregory."
Activity Students choosing Option 2 should draw a picture of themselves in Paint, Kid Pix, or a similar program and label it with their
Options own name.
Students can print their image and paste or attach it to their letter.
Differentiation/ • More capable students who know basic keyboarding may type their letter into a word processor or publishing or
Extension presentation software program.
• Students who know how to insert their saved image into their document may do so on their own or with guidance.
• Less capable students may be paired with a more capable student, or upper elementary students could be assigned to work
as mentors with second-grade pairs.
Evaluation Use rubrics to evaluate students on three (or four) components:

• Completed, accurate R.A.F.T. graphic organizer
• Letter
• Computer image
• Typed letter + image (optional)
WebQuest Strategy
A fourth strategy to consider is the WebQuest. WebQuests have been around for
only a few years, but they're becoming increasingly popular. As the name implies, a
WebQuest is a research project during which students use the Internet for resources.
Profile: WebQuest
Function
Investigating, synthesizing, and assessing mostly Internet-based resources to

grapple with complex or open-ended questions.
Advantages
There are many benefits to WebQuests. A well-constructed WebQuest:
• Enables a strong link between classroom activities and real-life situations,

experiences, and skills.
• Improves understanding of the Internet and technology skills.
• Boosts collaboration and inspires learners.
• Permits interaction with authentic resources, such as historical documents.
• Offers interaction with real world experts and mentors in the field.
• Cultivates interdisciplinary skills.
Components
WebQuests have six steps commonly referred to by the names, or a variation of
them, listed below.
1. Introduction: Each WebQuest opens with a succinct but clear paragraph

or statement that supplies background information, such as the rationale
for and significance of the WebQuest. Perhaps the most important feature
of step one is to prompt excitement and to motivate the students to under-
take the principal task of the WebQuest.
2. Task: A description of the students' end goal or objective. Often, a
WebQuest centers on a problem students must solve or a question they
must answer.
3. Process: A summary of approaches students might draw on and the
activities they might complete to fulfill the task.
• These strategies might include individualized or cooperative activities.
« You might choose to embed your key links right into this section.
CHAPTER! Using Technology to Differentiate by Interest
4. Information Resources: A possible listing of Internet-based sources

students might use to help complete their task.
m You need not rely solely on Internet links. You may choose to accom-
pany your links with other resources, such as maps, books, videos or
DVDs, software, guest speakers or mentors, and field trips.
• It's also helpful to provide some organizational tools (such as
checklists and other graphic organizers) to help students sort the infor-
mation they collect.
m All of the resources, regardless of their type, are often included in a
"Process" section.
5. Evaluation Criteria: This step spells out your expectations (with

examples) for the end product, and might include:
m Checklists
m Scoring guides
m Rubrics
m Self-, peer, teacher, and/or mentor or expert assessment
6. Conclusion or Wrap-up: A concise synopsis or reflection about what

students accomplished. Students will benefit if you link their in-class
experience with the WebQuest to other curricular areas and the real
world.
Steps to Create a WebQuest
As is the case with the components of a WebQuest, the steps you follow to create
one are fairly standard, but you might encounter some variation.
1. Brainstorm ideas: If at all possible, involve your students in the selection

of the WebQuest's main theme's subtopics, ones that intrigue them or that
they may even feel passionate about. As a substitute for brainstorming, or
as a supplemental activity, you might choose to use a checklist, question-
naire, survey, KWL chart, or interest map to help with the identification
of these topics of interest.
2. Search for Web links and other resources to support the big idea of the
WebQuest:
• Determine the task students will complete after your brainstorming
session or interest inventory. As mentioned in the previous "Compo-
nents" section, the task will require that they solve a problem or
answer a question, or something similar.
m Then, begin to investigate the Internet for suitable links and consider
other useful resources that aren't Web-based.
3. Identify student roles: Upon completion of your search for resources,

think about potential roles students might assume during the WebQuest.
Here are four possible ways to group students based on the roles they
take on:
« Establish groups according to learning styles, multiple intelligences,
or some other means. (Each group crafts a unique product such as a
skit, a letter, or a journal entry.)
« Divide students into homogeneous groups made up only of
geographers, scientists, writers, artists, and so forth.
• Form heterogeneous groups in which each student assumes a
different role. The groups might consist of journalists, biographers,
environmentalists, governors, or members of other professions.
• Build groups according to interest areas or subtopics of the broad
theme.
4. Determine if the WebQuest warrants your time and energy:
If you believe your students would benefit from the task and you find
appropriate resources that support it, move to step No. 5.
5. Complete the WebQuest:
• Create the Web page.
• Set up scaffolding.
• Formulate rubrics.
NOTE: the following lesson plan relies upon an existing WebQuest created by
Lianne Zuber. You do not need to design any portion of the WebQuest. The most
challenging portion of a WebQuest from a teacher's standpoint is the actual
creation of the Web page, which is listed in step No. 5. However, several resources
make this task much easier than ever before.
In the WebQuest lesson plan, we've listed resources such as QuestGarden, which
actually generates a WebQuest with Web pages for you. (You follow prompts for
information, and voila! QuestGarden produces an attractive Web page with tasks,
scaffolding, and rubrics designed to your specifications.)
In addition, you could construct your own WebQuest using FrontPage, Word, or
Publisher. Completed Word and Publisher files can be easily converted into HTML
documents, while FrontPage actually converts your characters into HTML as you
type. Well walk through the creation of a sample WebQuest in chapter 8.
Related Technologies: Web Quest Lesson Plan
Web Research Tools
How Web research tools will be used in the activity: In the WebQuest lesson
plan, students will use Web links to learn about cryptograms.
Implementation challenges: Depending on team dynamics, it can be tricky to keep

all teams on task and finish in a timely manner.
Web Page Creation Tools
How Web page creation tools will be used in the activity: Students will complete
a WebQuest that has already been created. The author of the WebQuest used Web
page creation tools to generate her WebQuest.
Implementation challenges: Students need to be(come) comfortable with clicking

on the appropriate or suggested URLs for research or information to complete their
main task, and to know how to return to the main WebQuest page.
Resources for Web Page Creation Tools

Description Programs that allow you to create, edit, or upload Web pages.
Where to find Programs such as Publisher and Word come with your computer. FrontPage comes
the tools with certain versions of Microsoft Office. Other Web page creation tools such as Quest
Garden are found on the Web.
Where to get FrontPage has a built-in help feature with searchable contents. If you can't find the
help answer to your question, check the resources below. Web-based resources such as
QuestGarden have help links on their Web sites.
Microsoft FrontPage Help and How-to
http://office.microsoft.com/en-us/frontpage/FX100647001033.aspx
FrontPage How-to Articles: Tutorials & Tips
www.Webworkshop.org/frontpage/
Kent School District's Staff Development Course Page on FrontPage 2003
www.kent.k12.wa.us/KSD/IT/wwwdev/frontpage/
Puzzle Creation Tools

How puzzle creation tools will be used in the activity: Students will solve sample
cryptograms that have been created by a puzzle creation tool, and they'll design
their own using a puzzle creation tool.
Implementation challenges: You must teach students how to use the puzzle
creation tool. Practicing with a few sample puzzles might be beneficial.
Resources for Puzzle Creation Tools
Description Programs that allow you to create a variety of puzzles.
Where to find One of the most frequently used is Discovery School's Puzzlemaker at
the tools http://puzzlemaker.school.discovery.com
Where to get Online at the Discovery Schools Puzzlemaker site listed above.
help
This lesson uses a teacher-constructed WebQuest. If it doesn't apply to your grade

level, you can make one of your own using QuestGarden (www.questgarden.com).
Lesson Plan
WabQuest–-Math: Multiplication and Cryptography
Grade 3
Subject Area Math: Multiplication/Cryptography
Curriculum NCTM Math Standards addressed (as per creator):

Standards MM, MA3, MA4, CA3, CAS; Goal 1(all); Goal 2.1,2.2; Goal 3.1,3.2
Mathematics: In mathematics, students will acquire a solid foundation that includes knowledge of:
1. Addition, subtraction, multiplication, and division; other number sense, including numeration and estimation; and
the application of these operations and concepts in the workplace and other situations
2. Data analysis, probability, and statistics
3. Patterns and relationships within and among functions and algebraic, geometric, and trigonometric concepts
Communication Arts: In communication arts, students will acquire a solid foundation that includes knowledge of and
proficiency in:
1. Reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)
2. Comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as storytelling,
debates, lectures, multimedia productions)
continued
WebQuest—Math: Multiplication and Cryptography (continued)

Curriculum National Educational Technology Standards for Students (NETS-S) addressed: (see appendix for full list)
Standards 1. Creativity and Innovation: l.a., 1.b.
(continued)
2. Communication and Collaboration: 2.a.f 2.b.
3. Research and Information Fluency: 3.a., 3.b., 3.c, 3.d.
Lesson In this WebQuest, students play a role, investigate cryptograms, practice solving a cryptogram, practice multiplication,
Summary and create an original cryptogram using a puzzle maker.
Materials Scrap paper, library books on codes (if available)
Web Build the Code WebQuest http://w4.nkcsd.k12.mo.us/~lzuber/wq/code/

Resources Build the Code WebQuest: Teacher Info http://w4.nkcsd.k12.mo.us/~lzuber/wq/code/teacher.html
QuestGarden http://questgarden.com/author/overview.htm
Register, read the overview, and follow the
prompts to make a free WebQuest.
Look at others for examples and ideas.
The WebQuest Place www.thematzats.com/Webquests/page1.html
Benefits, how-to make a WebQuest,
key elements, resources, and so forth
The WebQuest Place Collections www.thematzats.com/Webquests/collections.html
The WebQuest Page Training Materials http://Webquest.sdsu.edu/materials.htm
Training materials and examples
Lesson 1. Students learn about cryptography using the Web.

Activities 2. Students solve sample cryptograms.
3. Students learn how to create a cryptogram using multiplication facts.
4. Students evaluate their work based on a rubric.
Technology Use the Web for research and practice.

Activity
Options Use a puzzle maker to create a cryptogram.
Differentiation/ Some students may need scaffolding with this project.

Extension
Students who really enjoy math and puzzles may want to create additional cryptograms.
Evaluation All tasks are completed versus the rubric provided at the following link:
http://w4.nkcsd.k12.mo.us/~lzuber/wq/code/eval.html
Students might also use a self-reflection journal to record their experiences with this project.

When You Need. Resources
A list of online experts Collaboration: Ask-an-Expert http://eduscapes.com/tap/topic14.htm
A method to identify Read-Write-Think Webbing Tool http://interactives.mped.org/view_interactive.aspx?id=127&title

students' interests Ask students to create an interest
map using Inspiration or Kidspiration,
or supply a ready-made template.
Zoomerang (survey creation) www.zoomerang.com
Existing personal interest surveys http://scclc.sancarlos.k12.ca.us/plp/Personal_lnterest_Survey.pdf
A note-taking form Read-Write-Think Notetaker http://interactives.mped.org/view_interactive.aspx?id=722&title

NoteStar http://notestar.4teachers.org
(free, registration required)
An online planner www.openc.k12.or.us/citeintro/elementary/process/docs/
onlineplanner.pdf
Create a form using a Word table
(see our template)
A way of citing resources Noodle Tools (free) www.noodletools.com

Citation Machine http://citationmachine.net
A way to help students Read-Write^hink: www.readwritethink.org/student_mat/student_material.asp?id=13

find facts in nonfiction Fact Fragment Frenzy
materials
A tool to generate Our Timelines www.ourtimelines.com

a timeline Read-Write-Think: www.readwritethink.org/materials/timeline/
Interactive Timeline
TimeLiner software www.tomsnyder.com/products/product.asp?SKU=TIMV50
(Tom Snyder Productions)
A way to publish students' Read-Write-Think: Printing Press http://interactives.mped.org/view_interactive.aspx?id=110&title

research Use Word, PowerPoint,
or Publisher, or similar software.
Teacher-created l-Searches Web Inquiry Projects: Examples http://edWeb.sdsu.edu/wip/examples.htm

or Web inquiry projects for Ms.TurnbuirsRoom: http://turnbull.Weblogger.com/stories/storyReader$17
student use or as models Best l-Searches of 2003
for your creations
An interest-based research Printable form www.eduref.org/Virtual/Lessons/lnformation_Literacy/

graphic organizer IF00205c.pdf
An interview form Worksheet www.geocities.com/fifth_grade_tpes/interview_prewrite.html
continued
Resources for Chapter 2 (continued)

When You Need... Resources
An online tool to build QuestGarden authoring tool (free) http://questgarden.com/author/overview.htm

a WebQuest
Detective tools and PBS's History Detectives Kids http://pbskids.org/historydetectives/

printable pages to carry
out an investigation theme
Teacher-created WebQuests Theme-based collection www.yesnet.yk.ca/schools/wes/Webquest_collection.html

for student use (or as models K-3WebQuests http://eduscapes.com/sessions/travel/k3Webquests.htm
for your own WebQuests)
Grades 3-6 WebQuests http://eduscapes.com/sessions/travel/36Webquests.htm
WebQuest Search http://Webquest.org/search/
Literature-based WebQuests http://eduscapes.com/ladders/themes/Webquests.htmfl
Locate and Evaluate WebQuests http://eduscapes.com/tap/topic4.htmtf3
WebQuest Evaluation and Use http://eduscapes.com/sessions/travel/use.htm
Now that youVe become better acquainted with four strategies—I-Search, jigsaw
groups, R.A.F.T., and WebQuests—for using technology to differentiate by interest
and have looked over some sample lesson plans, we hope that you're ready to test
them out in your own classroom. While teachers still determine the core concepts
that students need to comprehend and take ownership, we empower students to
determine the topics that resonate with their individual curiosities. In turn, all
partners benefit (parents and administrators, too!), because a vested interest in a
particular topic motivates students to learn and remember.
These four inquiry-based strategies are powerful tools that bring out the detective
in our students. The strategies permit a variety of flexible learning strategies and
scenarios that marry nicely with differentiated instruction and technology. They
promise to engage students and make for some exciting additions to your teaching
repertoire.
CHAPTER 3
Using Technology to
Differentiate by Readiness
When the student is ready, the Teacher will appear.
CHINESE PROVERB
How do you determine readiness in your

students? At times it can be a struggle to
accurately verify students' levels of compre-
hension in curricular areas. Before we begin
a deeper investigation of using technology
to differentiate by readiness, let's take a
moment to consider a few interpretations
of the interesting proverb above and look at
how it relates to our topic at hand.
This proverb underscores the teacher's
authority and implies the student must
attain a certain level of readiness to reap the benefits of the teacher's wisdom and
presence. At the same time, we can turn it around and consider the meaning of the
adage from the student's perspective.
Perhaps 'Teacher" refers to something that comes from within, after a person has
prepared, undergone intense training, and gained insight and wisdom through life
experiences. Regardless of the interpretation you choose (or might come up with
yourself), we've concluded that confirming precise levels of student readiness is a
challenging feat! As teachers who practice differentiated instruction, we embrace
student involvement as well as the unique gifts that have impacted the distinctive
ability levels of our students.
CHAPTERS Using Technology to Differentiate by Readiness
Differentiating by Readiness
Differentiating by readiness means tuning into your students' varying degrees
of ability in order to create activities that match their skills and levels of under-
standing. At the same time, you want to challenge them to move beyond their
learning comfort zones to even greater successes.
Based on this definition, you might be asking yourself how differentiation by
readiness today is any different from our strategies of days past. It seems that prior
to differentiated instruction, teachers often delivered one level of instruction to the
whole group of students in nearly every subject area except reading. Do you recall
the reading groups named for colors or animals that were popular in elementary
school? After the first few weeks, how many times did students move out of the
groups they started in at the beginning of the year, indicating progress had been
made? Not often. While consistency is key, particularly in elementary grades,
teachers must also be attuned to students7 shifting needs when changes occur.
Assessment and observation are important tools that help us determine students'
readiness levels. Well talk more in depth about assessment in chapter 9. Teachers
who practice DI evaluate the results of pre-, ongoing, and post-assessment instru-
ments and then contemplate how they're going to teach their students in ways that
meet their academic needs while encouraging them to forge ahead to the next stage
of growth. DI theory is founded on the premise that instructors not only recog-
nize the importance of adjusting tactics to better suit ever-changing classroom
dynamics, but they also follow through with those modifications.
You may already differentiate by readiness in your classroom by means of one of
the following tools or strategies:
• Tiering or tiered assignments (the focal point of this chapter)
• Curriculum compacting (coming in chapter 5)
• Graphic organizers
• Our favorite tool—technology!
Before we move to tiering, the strategy that's the main focus of this chapter, let's
pause for a moment to recap the power of graphic organizers and technology in
readiness differentiation.
It's easy to underestimate the effectiveness of graphic organizers (GOs) because
we rely upon them so regularly. Mark Twain was right when he penned, "Famil-
iarity breeds contempt." This saying might not be accurate all the time, but there's
certainly some truth to it. In addition to high frequency of use, it takes just the push
of a button to download a template with a GO from the Internet, or to insert a CD
with graphics-based software, such as Inspiration or Kidspiration.
Because GOs have become a common part of our repertoire, sometimes we fail to
think about why we use them. We have so many choices at our fingertips! Some of
the more familiar categories of GOs are: semantic Webs, story Webs, concept maps,
and flowcharts. However, many more are available, and they come in all shapes
and sizes. Allow us to share a top 10 list of some of the many reasons that GOs are
beneficial for you and your students. GOs
1. assist students who don't react well to textbooks or "wordy" materials
that might be too formal, culturally inappropriate, or exceptionally grade
specific; such materials might also contain vocabulary that's overly
complex;
2. can function to preview or reexamine concepts;
3. enhance students' ability to make predictions;
4. facilitate visualization of key content;
5. foster logical thinking and help sequence data and establish relevancy
of details;
6. help struggling students concentrate on critical elements and see the
structure of the material clearly;
7. help students distinguish and classify core concepts, consequences,
and cause and effect;
8. enable students to understand significant data, timelines, and abstract
ideas;
9. help teachers plan and evaluate lessons as well as compose rubrics, study
guides, note-taking guides, checklists, and many other administrative
materials;
10. link new material to past material and highlight interrelationships
between important concepts.
Teachers can use a variety of technology tools to address the needs of their
students. In fact, technology is so powerful a tool that many teachers underestimate
its capabilities to help differentiate instruction.
How can technology help differentiate instruction? First, technology is a
patient, accommodating teacher that can "tutor" students until they learn. Second,
technology can also bring exciting real-world projects into the classroom. Third,
technology can provide scaffolds and tools to support and enhance learning.
In the case of differentiating by readiness, technology is unsurpassed because
it allows learning to be personalized. Here are some ways teachers can use tech-
nology to differentiate by readiness:
• Teachers can use technology to create or access a survey tool to determine

readiness.
• Teachers can use technology with flexible grouping so that like students
can employ software appropriate to their readiness level. For example,
reading software can be structured to meet the needs of individual
learners who are reading at different levels of understanding.
• Teachers can use technology to create tiered assignments and compact
instruction.
• Teachers can use technology as a delivery strategy for subject matter
content. For example, a WebQuest or Internet search can be designed
with struggling, at-level, and above-level students in mind.
• Teachers can use technology as an independent learning tool. Software
programs such as 2Create A Story or Early Learning Tools (both prod-
ucts by 2simple) have been designed with young children in mind. Their
navigation tools are straightforward and similar in each of the company's
programs. These software programs are great for independent learning if
children are given a task (create a story and make a picture to fit with the
story) and shown how to save their work.
• Teachers can use technology to create and tailor KWL charts or graphic
organizers to match the level of readiness of individual students or
groups of students.
Have we piqued your interest for differentiating by readiness? Before walking you
through the process of tiering a lesson, let's examine a special tool that will assist
you with readiness differentiation regardless of the strategy you employ.
This tool is called the "Equalizer" and was developed by DI guru Dr. Carol
Tomlinson (2001) to permit modification of a number of instructional elements
based on students' levels of readiness.
The Equalizer
If you're like many experienced teachers we know, you're able to adjust your
lessons to accommodate different levels of students without hours of painstaking
work and reflection. Many educators are gifted with an intuitive ability that
enables them to pinpoint students' strengths, weaknesses, and overall levels of
comprehension.
If modification of your plans has become second nature to you, you might not use
specific terminology to refer to the instructional elements you fine-tune based on
students' levels of readiness. However, we're certain that several of these instruc-
tional variables will be familiar to you.
Dr. Tomlinson cleverly likened teachers' attempts to adjust eight instructional
elements that are based on students' levels of readiness to sliding the levers of a
graphic equalizer (see Fig. 3.1). You probably know that a graphic equalizer is a
component of an audio system having several buttons or controls that permit the
listener to modify different frequency bands affecting sound quality. Of course, the
main purpose of a graphic equalizer in the music world is to help make beautiful
noise or achieve optimal output. Such is the case with the musical pieces we create
in our own orchestra pit: the classroom. As teachers, we conduct and improvise in
the classroom in order to craft melodies that promote learning in ways that benefit
the members of our ensembles.
Tomlinson's rationale for designing the Equalizer tool was to supply a means
to "monitor the effectiveness of differentiated curriculum" by readiness. Her
rendition of this instrument offers concrete continua to adjust to help us in our
effort to best meet our students7 needs. As you look over Tomlinson's visual model
of the Equalizer, you'll notice that the levers move horizontally instead of vertically.
Nonetheless, both a graphic equalizer, which is used for audio control, and Tomlin-
son's DI Equalizer share a similar objective. By adjusting the Equalizer's controls
from right to left or left to right, teachers can fine-tune a customized learning
experience for individual pupils.
See Figure 3.1 on the following page for our visualization of Tomlinson's Equalizer,
along with some short descriptions of the range the variables represent. Let's take a
look at its eight settings in more depth to see how they might assist us in differenti-
ating by readiness. Keep in mind that the left-hand side of each variable represents
a less intense or minimal range of output, while the right-hand side corresponds to
a more intense or maximum range of output.
By adjusting the Equalizer's eight settings from right to left or left to right, teachers
can fine-tune a customized learning experience for individual pupils.
Tomlinson's model is a concrete visual aid that can confirm whether you're
appropriately challenging your upper-level students. It can also verify whether
you're properly modifying below-level students' coursework so that they, too,
are stretched and experience achievement. If the Equalizer is unfamiliar to you,
or seeing eight variables all at once seems intimidating, begin with one "lever"
at a time.
Also keep in mind that the Equalizer is a tool that's designed to simplify your
planning rather than complicate it. It's a useful conceptual tool for planning and
for reflecting on your instructional practices, but you can successfully differentiate
without it. In fact, you probably modify some or all of the eight continua instinc-
tively. You know your students best!
If you're ready to forge ahead to the creation of a tiered lesson, we'll show you how
you can have your cake and eat it, too.

1.
Foundational Transformational
Student needs basic materials and applications Student needs detailed materials and applications
to grasp new or unclear information. because information is already clear.
2.
Concrete Abstract
Student must first familiarize self with core concepts Student is ready for abstract concepts and theoretical
and tangible representations of content. "untouchables/' as essential information has been mastered.
3.
Simple Complex
Student begins with foundational, big picture of topic, with Student progresses to multiple, detailed abstractions of
few meanings or events to promote clarity of understanding. topic because of comfort with established framework.
4.
Single Facet Multiple Facets
Student performs tasks with few steps, Student at ease with complicated directions and multifaceted
applications, procedures, or solutions. problems having several steps and solutions.
5.
Small Leap Great Leap
Student applies familiar ideas in known settings. Student manipulates and comes to grips with
unfamiliar ideas and unknown settings.
6.
Structured Open Ended
Student makes fewer decisions, and teacher lays out Student has more options and more open-ended tasks,
clear-cut steps to foster comfort with the material. which makes for a more individualized project.
7.
Dependent Independent
Teacher executes the planning, monitoring, Student assumes much more responsibility for the
and designing of tasks. planning, monitoring, and designing of tasks.
8.
Slow Fast
Student moves at a slower pace because key Student moves more quickly because of
concepts are still unfamiliar or troublesome. confidence with the core content.
Adapted with permission from The Differentiated Classroom: Responding to the Needs of All Learners, by Carol Ann Tomlinson. Alexandria, VA: ASCD (1999).
FIGURE 3.1 • Visualization of Tomlinson's Equalizer showing the range of the variables
Tiered Assignments to Support

Differentiated Instruction by Readiness
Sometimes teachers don't know how to get started with tiering an assignment, let
alone adding technology to the assignment or lesson. To help you begin tiering,
try this: in your mind's eye, scan the faces of the children in your classroom.
Invariably, they'll fall into three groups: below-level learners, at-level learners, and
above-level learners.
If scanning makes you uncomfortable, look at assessment results. Once you have
the groups in your head or on paper, think about how you can offer three versions
of an assignment, one for each level of learner.
Imagine we're in the kitchen preparing a cake with multiple layers. The prepara-
tion of a solid base provides the foundation upon which to add additional layers.
If this base isn't stable, it can't support them. At the same time, the first layer is not
the most fancy. It doesn't have the intricate decorations the top layer has. Each layer
adds to the one before it.
So it is with instructional tiering. We begin with a foundational tier, and then build
upward to create additional levels that require more sophisticated cake-decorating
skills. As you can see, tiering really is a piece of cake!
To help you visualize, we'll walk you through a seven-step process to create a
tiered assignment.
1. List the grade level content expectations (GLCEs) for the content area.
2. Determine the outcomes; that is, decide what students should know,
understand, or be able to do.
3. Pre-assess or think about which students are working at grade level,
below grade level, or above grade level. Consider their learning styles
and interests.
4. Select or create a common launching activity for the whole group that
requires high-level thought and will provide opportunities for students
to use one or more key skills to understand a big idea.
5. Think about the range of possible activities, from low skill and low
complexity of understanding to high skill and high complexity of under-
standing. Match or assign students to the activity level that challenges
them most.
6. Add technology in the shape or form that best fits the need(s) of the
learner.
7. Assess learning.
Profile: Tiering
Function
To vary the depth of a lesson that centers on specific concepts, big ideas, and skills
to meet students' diverse interests, learning profiles, and levels of readiness.
Advantages
m Permits multiple options for adjustment or customization of a lesson or
activity to match varying levels of readiness.
• Allows for differentiation according to content, product, or process by
readiness, learning profile, or interest.
• Solidifies knowledge of identical essential concepts and skills while
challenging students to move forward.
• Increases student motivation by encouraging individual success.
• Minimizes frustration and boredom by designing tasks compatible with
students' levels of readiness, whatever they may be.
• Complements instruction, pre-assessment, and assessment. Note:
pre-assessment is key to formulation of groups, scaffolds, and tiers.
Components
A. Identification of learning objectives, goals, outcomes, and content mastery
expectations for unit of study.
B. Determination of essential concepts, key facts, and skills based on the
goals and objectives selected in step 1 in Steps to Create a Tiered Lesson.
C. Assessment of student readiness levels as well as a survey of interests and
favored learning styles. If assessment is complete, reflect upon the results.
D. Development of core activity to enable a common experience for all tiers
and student levels.
E. Modification of core task (designed in step 4) to enable differentiation and
assignment of students to appropriate versions of the tiered lesson.
F. Integration of technology.
G. Assessment.
Steps to Create a Tiered Lesson

1. For component A, look at your grade level curriculum expectations, stan-
dards, and benchmarks for the current grade, the grade below, and the
grade above in the desired content area and strand
2. For component B, consider the Equalizer and go over Bloom's taxonomy

of learning domains.
3. For component C, consider the following possibilities:
m Go over any formal or standardized testing results you have for your
students.
m Examine any past tests, achievements, and products completed in class.
m If teacher support or help is available, ask your aide or volunteer to do
some informal assessment of students as needed.
4. For component D, decide on a group task that will open the unit.
m The activity should require a high level of thinking and application of
skills to help students focus on a big or overarching concept.
m Make sure to hook your students to foster interest in the topic.
5. For component E:
• Glance at the Equalizer buttons again to remind yourself of the
continua that we modify for students to challenge them at the appro-
priate level, as well as the range of options they offer.
m Review Bloom's cognitive domain descriptors to help you begin to
think about differentiating by readiness.
6. For component F, search out appropriate software, Web links, printable

worksheets, and graphic organizers that help students master the selected
skills and concepts.
7. For component G, choose the method(s) of assessment you wish to use for
each tier.
Related Technologies: Tiering Lesson Plan
Web-based Games and Flash Simulations

How Web-based games and flash simulations will be used in the activity: In
the following Money Unit lesson plan, students will build and master skills via
Web-based games and flash simulations. To complete this activity, students must
know how to use the Internet. You must select a number of activities in which
students will participate for each tier.
Implementation challenges: If you decide to use Web-based games, there's always

the possibility a server or Web site could be down. If the appropriate plug-ins for
the online games or movies you choose have not been downloaded prior to the
activity, the browser will prompt you to download them to play the games or view
the movies.
CHAPTER 3 Using Technology to Differentiate by Readiness
Resources for Web-based Games and Flash Simulations

Description Web-based games and simulations depend heavily on multimedia plug-ins. Plug-ins
are software components that "plug-in" to your browser to allow it to transmit more
detailed information, such as video and audio files. There are hundreds of plug-ins, but
some of the most common are RealPlayer, QuickTime, Adobe Acrobat, Windows Media
Player, Flash Player and Shockwave Player. Macromedia Flash is actually a software
application that's often used by Web designers to create movies and interactive games.
You use Flash Player or Shockwave Player to view or interact with that media.
Where to find Usually, if you visit a Web site that requires a particular plug-in, your browser will
resources let you know if a specific one is needed. Once you download the plug-in, it will
automatically start itself anytime you visit a site that requires that plug-in.
Where to Adobe Flash Player Support Center

get help www.adobe.com/support/flashplayer/
Macromedia Shockwave Player Support Center
www.adobe.com/support/shockwave/
Math Skills and Drills Software

How math skills and drills software will be used in this activity: In the associ-
ated lesson plan, students will build and master skills via software. To complete
this activity, students must be familiar with the software you choose.
Implementation challenges: Questions may arise about the software, so be
prepared to make yourself available to your students to help troubleshoot.
Build a Tiered Lesson Plan in a Table

In our experience, the easiest way to build a tiered assignment is to map it out in a
Word table or on paper. Using seven steps, we show you how we build a table for
differentiating a tiered assignment.
1. GLCEs: Always start with your grade level content expectations (GLCEs).
Keep in mind national, state, and local standards, which can differ in
many ways.
Look at your GLCEs in a given content area for what at-level learners
should be able to accomplish. In the tiered assignment table, we chose to
use, for demonstration purposes, the money strand for the Grade 2 math-
ematics GLCEs. Grade 2 information is reflected in the middle column of
the table. Next, look at the GLCEs for the grade level below and the grade
level above for the same strand. Doing so will help you visualize three
levels of learners and develop appropriate activities for each of them.
Tiered Assignment Table • Money Unit Lesson Plan Tiered by Readiness, Interest,
and Learning Profile for Grade 2 Students
1.Grade level Content Expectations (GLCES) for Money (Mathematics)
Below-level Learners At-level Learners Above-level Learners

• Grade 1 or below • Grade 2 • Grade 3
• Work with money. • Record, add, and subtract • Solve measurement
• Identify the denominations money. problems.
of coins and bills. • Read and write amounts of • Add and subtract money in
• Match one coin or bill of money using decimal dollars and cents.
one denomination to an notations; for example, • Solve applied problems
equivalent set of coins or $1.15. involving money, length,
bills of other denomina- • Add and subtract money in and time.
tions; for example, 1 quar- mixed units; for example,
ter = 2 dimes and 1 nickel. $2.50+ 60 cents and $5.75
• Tell the amount of money - $3 but not $2.50+ $3.10.
in cents up to $1, in dollars
up to $100. Use the symbols
SandC.
• Add and subtract money in
dollars only or in cents only.
2. Outcomes: Determine the desired outcomes or goals for the money unit/
lesson. In this case, youVe determined that students should be easily able
to use bills and coins in daily situations requiring transactions. Add this
goal to the tiered assignment table.
2. Outcomes, Decide what Students Should kown, understand, or be able to do.
Students should be easily able to use bills and coins in daily situations that require transactions
3. Think: Next, think about your students. You can pre-assess them to
determine their strengths and weaknesses, but you may also want to
consider their interests and learning styles and offer choices. Ask your-
selves what concepts each level of learner can grasp. How many learners
fit each level? Add this information to the tiered assignment table.
3. Think about students' conceptual understandings and abilities.
# of Below-level Learners = 8 # of At-level Learners -12 # of Above-level Learners = 4

Working at Grade 1 or below Working at Grade 2 Working at Grade 3 or above
Little knowledge of money Can identify coins and bills Can identify coins and bills
concepts and value Can make accurate change
4. Common Experience: This activity launches the unit or lesson with the
whole group. Use a high-level thinking activity that will offer opportuni-
ties for students to apply their skills in order to understand a big idea for
the money unit. For example, if a read-aloud book about money might
help stir up interest in the unit, add it to the lesson.
4. Use a common experience for the whole group that requires high-level thought and will
provide opportunities for students to use one or more key skills to understand a big idea.
Read aloud to the students Pigs Will Be Pigs: Fun with Math and Money, by Amy Axelrod. Use some of the
author's questioning strategies located atwww.amyaxelrod.com/pwbp.html
... or use a lesson plan from the U.S. Mint
www.usmint.gov/kids/index.cfm?FileContents=/kids/teachers/LessonView.cfm&LessonPlanld=94
5. Think about activities: Think about the range of activities that can be
used to help students build and master skills. Consider low skill and low
complexity of understanding as well as high skill and high complexity
of understanding. Next, create versions of activities to challenge learners.
This section of the table shows some potential learning activities for each
tier.
5. think about a range of activites for below, at and above grade level leaners.
Group A Group B Group C
• Learn to recognize coins • Learn to write money in • Learn the real-life
and bills in a decimal form. experience of running a
Concentration-type game. • Learn to add and subtract school supplies or snack
• Useflashcards. money in mixed units using store.
• Learn to count money and facsimiles of real money. • Learn how to price items.
add it. • Learn how to read a cash • Learn to use calculators to
• Work with groups B and C register receipt that shows check transactions.
partners (mentors and the cost of several items. • Work with groups B and C.
modeling). • Work with group A partners • Create a money board
• Use coin and bill to mentor and group C game.
manipulatives to solve partners on shared • Create "Riddle Your Team"
problems. activities. problems.
• Create "Riddle Your Team" • Create a money booklet or
problems. slideshow using a template.
• Create "Riddle Your Team"
problems.
6. Add technology via software, Web sites, and printable worksheets:

Some Web sites may support teachers (T). Others are for students to prac-
tice their money skills. The actual links for the Web sites are listed at the
end of the chapter. On your own, investigate two or three of these oppor-
tunities and decide which are appropriate for your students at each level.
Have your students use them independently or in a group situation with
partners. Some of the Web sites and software provide tracking features.
6. Add technology
B^kW«¥W0rttets(ll ' W^QÂtlir" Money Poetry (T)
MonevmrksteMsffV Printable Money Worksheets (T)

Prim«leColrti(t)
Group A Group B Group C

Websites Websites Websites
• Coin and Money Related • Adding Dollars, Dimes, and • Add Money
Crafts and Activities Pennies • Change Due
• Counting Money • Adding Money Amounts • Checking Account
Activity • Buy It with the Little Farmer • Ed's Bank
• Graphing Organizers in • Change It Money Practice • Lemonade Stand Game
Kidspiration • ChangeMaker • Let's Go Shopping: Counting
• Math Games • Coin Recognition/Counting Money
• Max's Math Adventures Coins • Little Fingers: How Many
• Money Concentration • Counting Change Flash Cards Cents?
• Money Equivalents • Counting Money • Printable Play Money
Game • Discovering Coin Values • Subtract Money
• Money Match • Learn to Count Money Software
• Money to Build A Robot • Let's Compare • Coin Critters
Software • Match-em Up • Math Missions Grades 3-5:
• Money Math • Piggy Bank The Amazing Arcade
• The Penny Pot Software Adventure
Graphic Organizers • Coin Critters • Mighty Math Calculating
• Graphic Organizer Crew
• Money Challenge
(Kidspiration) • The Penny Pot Create Artifacts
• Using a teacher-made
Create Artifacts
Publisher template, create a
• Using a teacher-made book about money.
Publisher template, create a
• Using a teacher-made
book about money.
template, create a board
game about money.
7. Assess students to determine what has been learned:

7. Assess Learners

• Paper and pencil unit • Paper and pencil unit • Paper and pencil unit
assessment from textbook assessment from textbook assessment from textbook
• Software assessments • Software assessments • Software assessments
created by software created by software created by software
publisher publisher publisher
• Teacher-created • Teacher-created • Teacher-created
assessments using Word, assessments using Word, assessments using Word,
Publisher, or similar Publisher, or similar Publisher, or similar
software products software products software products
• Self-Reflection • Self-Reflection • Self-Reflection
Perhaps you're a visual or auditory learner who memorizes important information

using acronyms. To help you recall the seven steps to build a tiered assignment in a
table, remember GOT GATE.
G: List the Grade Level Content Expectations (GLCEs) for the content area.
O: Determine the outcomes; that is, decide what students should know,
understand, or be able to do.
T: Think about students' abilities and conceptual understandings.
C: Use a common experience for the whole group that requires high-level
thought and will provide opportunities for students to use one or more
key skills to understand a big idea.
A: Think about a range of activities for below, at, and above grade level
learners.
T: Add the technology tool to fit the learner.
E: Assess (or evaluate) learning.
While dialogue about students' differing levels of readiness is common, differ-

entiated instruction offers us some effective strategies to help adjust our plans to
meet students where they are. If you're just beginning to differentiate by readi-
ness, you might choose to start with something simpler, such as the incorporation
of a graphic organizer or two into your plans. If you're a seasoned veteran, try
your hand at developing a tiered assignment for your students. Regardless of the
readiness strategy you choose, we're convinced it will reap positive results in your
classroom.
Visit the U.S>Mint!
You might be asking how you can do some of these activities. Along with the ideas in the table, here are some
others to get you started:
1. Visit the US Mint—Kids' Version at www.usmint.gov/kids/. If you haven't seen all the great materials
now available for both teachers and students, you're in for a treat. It really is H.I.P.! There are lesson plans,
coloring pages, images, history, a glossary, and more. Older students can design their own coins in the
Making Change game. It's outstanding. Younger students will enjoy the Coin Memory game. The Quarter
Explorer is fantastic for students who are studying states and regions. The site's other 12 games are fun,
too!
2. Find some money clip art. Did you know that the images at the U.S. mint are in the public domain and can
be used in classrooms? Here's an idea for students who are learning to differentiate coins. Insert images of
coins into Word or Publisher, enlarge the images, and print them. Laminate and cut the coins apart. If you
have a magnetic board, affix tiny magnets on the back of each coin. Pose problems for students and have
them come up to the board to move the coins around to solve the problem while students at their desk
work on the same problem.
The Web sites in the Resources 3 section offer practice for students to become fluent
in making change and using money. Investigate a few to see which sites meet
the needs of your students. You may want to create a Tic-Tac-Toe card with a site
in each cell for students to mark off as they move through sites. The card can be
created by inserting a 3 x 3 table into Word. It can be printed so that they type in
the URLs, or even better, make it digital so that students can click the links in the
cards (Fig. 3.2). You can see a downloadable example at www.everythingdi.net.
FIGURE 3.2 II Sample

Tic-Tac-Toe Board:
Let's Practice Our
Money Skills

Money-Based Basic Money Skills: Elementary Money Lessons www.moneyinstructor.com/skllls.asp
Resources for Coin Clip Art www.busyteacherscafe.com/CoinClipart.htm
Teachers
Money Poetry www.teachingheart.net/moneyp.htm
Money Worksheets www.teach-nology.com/worksheets/math/money/
Printable Money www.moneyinstructor.com/wsp/pages.asp
Printable Play Money www.moneyinstructor.com/play.asp
Tiering Tiered Assignment Plan—Blank Template www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact1.doc

Resources Planning a Tiered Activity Blank Template (PDF) www.wilmette39.org/DI39/dipdf/planningtieredtemplate.pdf
and Graphic
Tiered Curriculum Project http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/
Organizers
welcome.html
Education Place Graphic Organizers www.eduplace.com/graphicorganizer/
Money-Based Coin and Related Money Craft Activities www.enchantedlearning.com/crafts/money/

Resources Counting Money Activity http://teach.fcps.net/trt1/Counting_Money/counting_
for Below- _money.htm
Grade Level
Graphic Organizer in Kidspiration www.edina.k12.mn.us/concord/studentlinks/kidspiration/
Students
kidspiration.htm
Math Games www.e-ledesma.com/games.htm
Max's Math Adventures http://teacher.scholastic.com/max/icecream/
Money Concentration www.quia.com/cc/4918.html
Money Equivalents Game www.fi.edu/pieces/knox/online/valuematch1.htm
Money Match www.harcourtschool.com/activity/con_math/g03c07.dcr
Money Math Software www.dositey.com/math/ls20/107/demomenu.htm
Money to Build a Robot www.harcourtschool.com/activity/money_build_robot/
The Penny Pot Software http://sunburst.com
continued
Resources for Chapter 3 (Continued)
Money-Based Adding Dollars, Dimes, and Pennies www.aaamath.com/B/add211x5.htm

Resources Adding Money Amounts www.aaamath.com/B/add45ax1.htm
forAt-
Buy It with the Little Farmer www.lizardpoint.com/fun/java/buyit/Buylt.html
Grade Level
Students Change It Money Practice www.mrsbogucki.com/aemes/resource/apps/change/
ChangeMaker www.funbrain.com/cashreg/
Coin Critters Software www.nordicsoftware.com/web/product_index/coin_critters/
Coin Recognition/Counting Coins http://fi.edu/pieces/knox/onlineactiv.htm
Counting Change Flash Cards www.quia.com/fc/4918.html
Counting Money www.hbschool.com/activity/counting_money/
Discovering Coin Values www.toonuniversity.com/flash.asp?err=569
Learn to Count Money www.playtolearn.com/countmoney/count_money_main.asp
Let's Compare www.hbschool.com/activity/lets_compare/
Match'em Up http://fi.edu/pieces/knox/online/valuematch1.htm
Money Challenge Software www.gamco.com/product_info.php?products_id=37
Money Mania www.mathplayground.com/MoneyLevel1.html
Piggy Bank http://fen.com/studentactivities/Piggybank/piggybank.html
The Penny Pot Software http://sunburst.com
Money-Based Add Money www.aaamath.com/B/mny45ax2.htm

Resources Change Due www.aaamath.com/mny313-coins-for-change.html
for Above-
Checking Account www.hbschool.com/teacher_resources/math/grade_05/
Grade Level
g5_checking.html
Students
Coin Critters software www.nordicsoftware.com/web/product_index/coin_critters/
Ed's Bank www.practicalmoneyskills.com/english/pop/games/
p_ed__bank.html
Ice Cream Truck software www.sunburst.com
Lemonade Stand Game www.lemonadestandgame.com
Let's Go Shopping: Counting Money www.superkidz.com/counting.html
Little Fingers: How Many Cents? www.little-g.com/shockwave/cents.html
Math Missions Software www.tomsnyder.com/products/product.asp?SKU=MMIMMI&
Subject=Math
Mighty Math Calculating Crew Software www.Riverdeep.net
Printable Play Money www.moneyinstructor.com/play.asp
Subtract Money www.aaamath.com/B/mny45ax2.htm
CHAPTER 4
Using Technology to
Differentiate by Learning Profile
In today's classrooms, we find a consider-

able range of diversity that's remarkable
yet challenging. Every day, many teachers
work with 25 to 30 or more students, each
with a unique, multidimensional learning
profile. Students' learning profiles, shaped
by many factors, suggest their preferred
learning style or "customary" method of
learning. Learning profiles include four
general components, which Tomlinson calls
"learning profile factors" (2001).
1. Intelligence Preferences refer to the brain-based predispositions we
all have. Brain-based predispositions include analytic, creative, verbal/
linguistic, interpersonal, and the like. Current models include the theory
of multiple intelligences offered by Howard Gardner (1993) and the triar-
chic intelligences suggested by Robert Sternberg (1999).
2. Learning-Style Preferences include intelligence preferences, cognitive
styles (auditory, visual, kinesthetic, or tactile), and environmental factors
(noise level, temperature, light, classroom arrangement, space, etc.).
3. Gender-based Preferences refer to intelligence preferences, group prefer-
ences, and cultural factors that influence learning "personalities" typical
of each gender, such as competitive versus collaborative styles, group
versus individual styles, and analytic versus creative styles.
c H A pTE R 4 Using Technology to Differentiate by Learning Profile
4. Culture-influenced Preferences suggest students' group preferences,

their view of time, and whether they incline toward whole-to-parts or
parts-to-whole instruction. In addition, several "emotional" traits that
stem from students' cultural backgrounds shape their learning profile
factor. These traits include tendencies toward a reserved or expres-
sive learning personality, a contemplative versus spontaneous learning
personality, a conventional or imaginative learning personality, a subjec-
tive or more personal approach to subject matter versus an objective or
more impersonal approach to subject matter, and so forth.
We can use a number of strategies to manage and attend to our students' very
diverse learning profiles. In our experience, the most effective approach is Gard-
ner's multiple intelligences theory. In the following sections, we'll provide a bit of
background on the theory itself and suggest ways to apply multiple intelligences
(MI) in your classroom with the help of instructional technologies
Background: Multiple Intelligences Theory

Gardner, a Harvard psychologist, offers pathways to learning in the style of the
learner. He says, "It is of the utmost importance that we recognize and nurture all
of the varied human intelligences, and all of the combinations of intelligences. We
are all so different largely because we all have different combinations of intelli-
gences. If we recognize this, I think we will have at least a better chance of dealing
appropriately with the many problems that we face in the world" (1993, p. 12).
Gardner might say that learning styles are recognized approaches to learning that
students use in and out of school. Walter McKenzie (2002), author of Multiple Intel-
ligences and Instructional Technology, adds that intelligences are more than learning
style or talents and aptitudes. McKenzie views intelligences as "legitimate conduits
of cognition that can be flexibly applied across the curriculum in varied contexts by
all learners" (p. 1).
We'll provide a more detailed description of the nine intelligences later in
this chapter, but briefly, they're grouped into three broad categories: Analytical
Intelligences (logic smart, music smart, nature smart), Interactive Intelligences
(body smart, people smart, word smart), and Introspective Intelligences (wonder
smart, picture smart, and self smart).
Noted practitioner Thomas Armstrong (2000) clarifies some key points of
Gardner's theory:
• Each person possesses all nine intelligences in varying degrees.
• Most people can develop each intelligence to an adequate level of
competency.
c H A pT E R 4 Using Technology to Differentiate by Learning Profile
• Intelligences usually work together in any number of complex ways.

• There are many ways to be intelligent within each category; that is, each
intelligence offers varied ways in which people demonstrate their gifts
within the intelligence as well as between intelligences.
Making use of the multiple intelligences in the classroom enhances students'

opportunities for learning and gives them more options for how they learn. When
students are provided with choices, they almost always respond positively. Taking
responsibility for their own learning is highly motivating to students.
Multiple Intelligences Theory in Practice

We can begin to meet the needs of multiple and very distinct learning profiles by
using insights gleaned from teachers who apply MI concepts in their classrooms.
First, we can explain MI theory to our students in ways they can understand.
Sometimes teachers are tempted to believe that it's easier to simply apply certain
theoretical techniques and practices without explaining all the jargon to students.
While this may be true in some cases, we prefer to involve our students in the
decision-making process to maximize their learning experiences.
Depending on your students' age levels, you might use words, symbols, or pictures
to clearly illustrate the intelligences that best support a learning connection. You
might show the naturalist intelligence by a picture of a tree, flower, or bird. The
logical-mathematical intelligence might be illustrated by images of numbers or
puzzle pieces. If we involve students in our approaches and our terminology, we
often see higher levels of motivation and comfort with our tactics.
By the way, a really engaging, ready-to-go-activity that you can print and use with
your students is Pick an Alien (appropriate for Grades 3-8) at www.ncwiseowl.org/
kscope/techknowpark/LoopCoaster/eSmartzl.html. The site includes directions, a
printable graph to record the intelligences in your class, and other materials.
We can expand our teacher tool kit by modifying instruction according to various
learning profile factors. Obviously, our students don't necessarily learn in the same
way we do, nor do all of them respond to our particular teaching styles. As we
stretch our students beyond their comfort zones, we, too, need to make changes
and try out varied techniques that touch auditory, visual, and kinesthetic learners.
Perhaps one of the most positive aspects of making use of the multiple intelligences
theory is that doing so allows students to work with and strengthen their highly
developed intelligences while it challenges them to develop their weaker ones.
CHAPTER4 Using Technology to Differentiate by Learning Profile
Although you're responsible for many students, we're confident that you have a
fairly good idea as to your students' learning preferences. Teachers are usually
gifted with an intuitive ability to know and read their students. If you're uncer-
tain about a few of your students or want to make sure that your judgments are
on target, you can use pre-assessment tools to determine your students' preferred
intelligence areas. You might use a questionnaire, survey, or inventory to do this.
(See the resources section at the end of this chapter for additional information.)
We've found that our students appreciate it when we ask for their input and are
excited to share their talents, gifts, likes, and dislikes. In addition, simple observa-
tion of our students during classroom activities can speak volumes about their
stronger and weaker areas of intelligence, as well as their preferred learning styles
and gender-based and culture-influenced preferences.
We can use technology. Technology easily complements activities based on
multiple intelligences and allows teachers to support students with distinct
learning profiles. Technology offers a wide range of choices, including Web
research, databases, spreadsheets, software (such as interactive, drill and practice,
group decision or collaborative, movie-making, robotics, multimedia, and concept-
mapping), handheld computers, and WebQuests. Additional options include word
processing, desktop publishing, digital cameras, audio files, online projects, collab-
orative Web sites, tutorials, journals and diaries, and electronic portfolios.
Teachers can draw on MI as a basis for choosing software and Web sites to use in
the classroom or computer lab. Spreadsheets and logic games are a natural for the
logical-mathematical intelligence, and word processing software is a terrific match
for the verbal-linguistic intelligence. Draw and paint software goes well with
spatial intelligence, and music software, of course, fits with the musical intelligence.
Students with bodily-kinesthetic intelligence benefit from Lego/Logo construction
kits as well as simulation games such as flight simulators. Those with naturalist
intelligence enjoy nature simulation activities and explorations, and students can
use their intrapersonal intelligence with software and Web sites where they can
make personal choices, role play, and self-pace.
Finally, interpersonal intelligence can be supported via e-mail, blogs, two-player
games, and similar activities in which students can interact with others.
Teachers can use the Web to connect their students with multiple intelligences
activities. At www.everythingdi.net, we 've constructed Web pages with resources
for each of the nine intelligences. A section of each resource page includes student
links to activities that support that intelligence (Fig. 4.1).
Math/Logic
"Number and Logic Smart"
Ji Einstein
J| Pascal
Persons with Mathematical- J Galileo
J| Archimedes
Logteal Intelligence
J Copernicus
,J Sir Isaac Newton
J Bill Gates
"* Scientific reasoning and thinking skills that are dominated by

inductive reasoning techniques such as finding patterns,
identifying abstract concepts, searching for relationships and
connections, classifying, categorizing, sequencing and outlining.
"* Solving problems with logic, calculating math problems quickly,
Children with this intelligence
and preference for seeing things categorized in a logical sense
exhibit:
of orderx
"* Sensitivity to logical patterns and relationships, statements and
propositions, functions, and other abstractions.
A f Hath Game Room

A Maths Dictionary far Kid*;
Addition Surprise
Basketball math [addition]
Brain Boosters
FIGURE 4.1 • Buiid-A-Saurus
Sample Buzzing Shapes
resource page CoofNath4Kids
©2007www.everythingdi.net. Reprinted with permission.
Before we attempt to connect MI with our core curricula, we first need to famil-
iarize ourselves with the key traits of the nine intelligences. To help you better
distinguish between each type, weVe prepared a table of examples (Table 4.1).
Let's imagine that weVe chosen nine students to work on a pizza-making activity,
plan a Valentine's Day party, or coordinate a field trip to a historic place. Based on
their strengths in one of the nine intelligences, they've selected a specific task or
focus relative to the cooking endeavor, Valentine's Day celebration, or historical
outing.
Glance at Table 4.1 to expand your understanding of the intelligences and view
how each "theme" brings the array of intelligences to life.
c H A P TE R 4 Using Technology to Differentiate by Learning Profile
TABLE 4.1 III Multiple intelligences and their traits, with examples
Valentine's Day Party
Intelligence Type Description/Key Traits Pizza Makes's Focus Planner's Focus Field Trip Guide's Focus
Bodily- Expression through Responsible for developing Creates new Valentine's Day Prepares seating
Kinesthetic movement. deep dish, hand-tossed, dance or party game. arrangements for bus
Handles objects dexterously. traditional round, and portion of tour and luncheon
flavored crusts. area. If possible, "walks" the
Learns by doing.
tour ahead of time.
Existential Likes to totally immerse self Reflects upon history of Ponders the origin of Mulls over the key or
in a project. pizza, its creator, and its role Valentine's Day and the worthwhile exhibits
Wonders about philosophical in modern-day culture. legends associated with it. students should visit.
questions, values, and
history.
Interpersonal Focuses on others and Surveys friends as to possible Personalizes and distributes Arranges tour time based
relationships and is intuitive meeting locations and then invitations for party, on participants' schedules,
in regard to others' moods selects appropriate facility, and tells them by note or in
and motives. with kitchen and inviting, person.
Prefers collaborative work. private dining atmosphere.
Intrapersonal In tune with self and Free-writes in a diary Journals about apprehension Escapes to a quiet place to
emotions. about worries: will there be relative to potential love bite nails and review note
More introspective and enough pizza for all, will the interest who will attend cards for presentation of
reserved. pizza be tasty enough, will party. tour.
everyone like the pizza?
Prefers working alone and in
a quiet environment.
Logical- Bent toward numbers, logic, Calculates cost per serving. Calculates how much is Determines how much
Mathematical and patterns. Organizes shopping list, spent per year on chocolates to charge per person and
Prefers well-organized, with number of items and and flowers. whether a group discount
strategic-type activities. categories for purchase. can be offered.
Musical Prefers to express self Pens a jingle or slogan to Selects dance music and Provides music as guests eat
through activities such market and sell creation to serves as disc jockey. lunch and converse.
as dance, singing, and/or the school cafeteria.
playing of instruments.
continued
c H A pTE R 4 Using Technology to Differentiate by Learning Profile
TABLE 4.1 • Multiple intelligences and their traits, with examples (continued)
Valentine's Day Party
Intelligence Type Description/Key Traits Pizza Makes's Focus Planner's Focus Field Trip Guide's Focus
Naturalist Enjoys science experiments Searches out natural Brings naturally scented Beautifies meeting location
and observational activities. ingredients and locates candles and fresh-cut and lunch area by planting
Loves to be outdoors and to regional products. flowers for centerpieces. or flowers. Includes nature
study the natural world. on the tour.
Verbal-Linguistic Strong listening, reading, Presents monologue to Recites famous love Tells a story associated with
writing, and speaking skills. defend superiority of own poems, or writes and history, buildings, and/or
Takes pleasure in activities creation over Domino's, shares valentine riddles or people.
such as storytelling, debate, Little Caesar's, Pizza Hut, limericks.
and word-based games. and those of other pizza
giants.
Visual-Spatial Prefers charts and graphs Attends to aesthetic Responsible for wall Prepares map of tour route
over verbal or written appearance of pizza; for hangings and decorations. and various stops.
instructions and example, placement of
activities. toppings, neatness, and
Sensitive to pictures and variety of color.
images relative to color,
shape, line, form, and space.
As we look over the table of possibilities and reflect on our own experiences as
students, we may lament that MI theory didn't exist during our school years. MI
empowers students to work to their strengths and to further develop their weaker
intelligences in a positive way. If only physical science and geometry could have
been so engaging! How much more attractive and useful it would have been to
improve our levels of comprehension through activities drawing on musical or
interpersonal intelligences. Perhaps our distaste for certain subjects might have
decreased a bit if a well-rounded, multifaceted strategy such as MI had been avail-
able when we were students.
Let's examine how we can connect MI and instructional technology with our core
curricula.
Connecting Ml and Instructional Technology

with Core Curricula
Students in Grades 3-5 in the United States study the original 13 colonies. In the
majority of classrooms we've observed, students read books about how the New
England, Middle, and Southern colonies came into being. Students learn about
Colonial people, places, and things during a timeframe from about 1600 to 1763.
They color maps, read biographies, and make timelines.
Sometimes students are divided into three groups. One group studies, and later
shares, information about the New England colonies; a second group studies and
shares information about the Middle colonies; and a third group studies and shares
information about the Southern colonies. In other classrooms, students work in
pairs or triads to study one of the 13 colonies. After learning about their colony
from mostly text-based resources, students report information either orally or in
writing.
In general, most classrooms use verbal-linguistic activities to learn about the 13
original colonies, but not all students excel in the verbal-linguistic intelligence. We
believe that adding a range of MI activities to the usual print-based information
engages students in their own learning and makes learning about the colonies
more interesting and fun. In the tables that follow, we show how teachers can add
MI to any unit or theme.
Many of you probably know that technology marries nicely with multiple intel-
ligences theory (and countless other instructional strategies as well). One of the
simplest ways we can begin to introduce technology into our Mi-based activi-
ties is to provide practical links from the Internet for each task. Using Table 4.1
as a starting point, weVe included Web enhancements for the Colonial American
theme. Take a glance at Table 4.2 and the links it provides to see how we can add
research assistance from the Web.
CHAPTER 4 Using Technology to Differentiate by Learning Profile
TABLE 4.2 • Web resources for Ml activities connecting Colonial America with core curricula
Intelligence Math/Science Language Arts/Social Studies
Bodily- Create the pieces and learn how to play Nine Men's Morris, a Write and act out a play about an early Colonial event or
Kinesthetic Colonial game. Teach your classmates how to play. create a quiz show for your class.
(Body Smart) http://noahWebsterhouse.org/games.html (history) www.history.org/kids/games/foundingFather.cfm
www.1771.org/cd_nine.htm (printable) Game samples, a blank Jeopardy game template, and
www3.sympatico.ca/pesullivan/merrelles (interactive) directions are available at
Hardin County, Kentucky, schools
www.hardin.k12.ky.us/resjechn/
countyjeopardygames.htm
lnternet4Classrooms
www.lnternet4classrooms.com/online_
powerpoint.htm
Existential What if you were Benjamin Franklin? Which new invention If you were Colonial leader X, what would you have done
(Wonder Smart) would you make? Why? differently? Reflect about your life, then write a letter to
Check out Ben's inventions at your children or grandchildren in which you share this
information.
www.pbs.org/benfranklin/l3jnquiringjittle.html
www.foundingfathers.info/
www.libertyskids.com/arch_who_bfranklin.html
http://earlyamerica.com/earlyamerica/notable/
Use Paint or another drawing tool to design your next invention.
notable2.html
www.whitehouse.gov/history/firstladies/
Use word processing software or the online letter
generator at
http://readwritethink.org/materials/letter_generator/
Interpersonal Investigate, with a group or partner, common Colonial Write a dialogue about a Founding Father or Mother. (One
(People Smart) occupations. Make a chart of the occupations and describe each partner or group member acts as a reporter, and another
trade's range of skills. plays the Founding Father or Mother.)
http://eev.liu.edu/KK/colonial/resources.htm#Trades www.foundingfathers.info/
http://earlyamerica.com/earlyamerica/notable/
notable2.html
www.whitehouse.gov/history/firstladies/
www.colonialhall.com/biodoi.asp
Intrapersonal Construct a timeline of foods Colonists ate by date. Describe Describe your life as a child in Colonial times. Write a diary
(Self Smart) some of their unusual foods. entry as if you were that person.
www.foodtimeline.org Use a word processor or publishing software to create a
www.apva.org/exhibit/eats.html diary entry or use an online journal tool at
www.apva.org/ngex/xfood.html http://teacher.scholastic.com/activities/our_america/
colonial/
Create a timeline in TimeLiner software or online at
http://teachers.teach-nology.com/WebJools/materials/
timelines/
continued
TABLE 4.2 • Web resources for Ml activities connecting Colonial America with core curricula (continued)
Intelligence Math/Science Language Arts/Social Studies
Logical- Graph the New England, Southern, or Middle Colonies in terms Measure the number of miles from Williamsburg and
Mathematical of origin, size, products, and founder. Boston to Philadelphia. Calculate how long it would take
(Number/ yse kid-friendly spreadsheet software or an online site such as riders on horseback to travel from Williamsburg and
Reasoning Smart) . . . , , , . , , ,, Boston to Philadelphia, the largest city at the time. Make a
http://nces.ed.gov/nceskids/createagraph/
comparison chart.
www.imh.org/imh/kyhpl3a.html
Musical Learn how to dance the steps of the Virginia reel or a minuet Compose a rap or song about Colonial life. Use some
(Music/ Rhythm and teach your classmates. Colonial words in your music.
$mart) http://homepages.apci.net/~drdeyne/dances/vareel.htm You can listen to some Colonial tunes at
www.stratfordhall.org/ed-music.html7EDUCATION www.contemplator.com/america/
www.plimoth.org/learn/education/kids/talk.asp
You can make music at
www.sfskids.org/templates/musicLabF.asp7pageidM5
Naturalist Which plants did the Colonists use for medicinal purposes? Create a postcard. On the front, sketch some of the "new"
(Nature Smart) Investigate some of them and make a chart or brochure to share animals and plants Colonists observed and used. Write a
the most interesting ones. message on the back about your sketch and address the
www.history.org/history/teaching/plants.cfm postcard to one of your siblings.
www.history.org/history/teaching/medtn.cfm www.plimoth.org/learn/education/kids/
homeworkHelp/growing.asptol
MyBrochureMaker
www.plimoth.org/learn/education/kids/
www.mybrochuremaker.com
homeworkHelp/dinner.asptol
MyPostCardMaker
www.mypostcardmaker.com
Verbal- Linguistic What did Ben Franklin contribute as a scientist? Using word After studying Ben Franklin's maxims, create some of your
(Word Smart) processing software, write a description of some of his unique own in word processing software.
inventions and include images or original art. www.sacklunch.net/poorrichard/
http://sln.fi.edu/franklin/scientst/scientst.html
Visual-Spatial Learn about some early Colonial tools and invent a new one Sketch a model of a Colonial home or Colonial clothing using
(Picture Smart) to help you do work; use Paint or another drawing program to Paint or another drawing program. Describe your drawing.
draw your tool. www.memorialhall.mass.edu/activities/architecture/
www.history.org/Almanack/life/tools/tlhdr.cfm wellsthorne_ell.html
www.memorialhall.mass.edu/activities/tools/ www.hfmgv.org/education/smartfun/colonial/intro/
www.apva.org/ngex/xtools.html http://library.thinkquest.org/J002611F/clothing.htm
Design a period home interior at www.history.org/history/clothing/intro/index.cfm
http://teacher.scholastic.com/activities/our_america/ www.memorialhall.mass.edu/activities/dressup/
colonial/ www.plimoth.org/learn/education/kids/
homeworkHelp/clothing.asptol
In Table 4.2, one of the naturalist activities is to create a postcard. On the front,
sketch some of the "new" animals and plants Colonists observed and used. Write
a message on the back about your sketch and address the postcard to one of
your siblings. How can this activity be updated using technology? Here are two
methods to consider:
Method 1
1. Have students use Paint or a similar program to draw their animal.
2. Ask students to save their animal file in My Pictures or in another place
they can find their saved file.
3. Go to MyPostCardMarker online at www.mypostcardmaker.com.
4. Follow the directions for uploading and framing the picture, typing the
message, and printing it.
Method 2
1. Use Publisher, Word, or similar word processing or publishing programs.
2. Ask students to create a text box that's the size of a postcard.
3. Insert images to match the assignment.
4. Show students how to copy the text box, paste it, and align it exactly with
the first text box.
5. In the second text box, remove the images and write the message on one
half. (Depending on your program, students may have to create two text
boxes and align them.) Address the card in the other half of the textbox.
6. Print the postcard. Fold it in half so that the images are on one side of it
and the message and address are on the other. Glue the folded paper with
a glue stick.
We hope you're feeling a bit more comfortable with pairing up the nine
intelligences with Web links to explore and investigate ways students can round
off each task. Before sharing a detailed lesson plan, let's consider the types of tools
technology itself offers for differentiating learning.
Technology Tools and Multiple Intelligences

Have we mentioned that flexibility is yet another positive feature of MI theory? You
can take any K-5 learning theme or content area and add tech tools to enhance the
multiple intelligences.
In Table 4.3, we list a selection of tech tools that you might use with MI to further
enrich your activities and pique your students' interests. These tools are grouped
into three categories: Analytical Intelligences (logic smart, music smart, nature
smart); Interactive Intelligences (body smart, people smart, word smart); and
Introspective Intelligences (wonder smart, picture smart, and self smart). Table 4.3
may be helpful for pulling ideas to use with a Tic-Tac-Toe Board in which you ask
students to make choices from each of the categories.
How might you use the ideas in Table 4.3? You might create your own table
following this same format with its nine cells. In each cell, list a student activity. As
an anchor activity, or in free time, students choose a cell and do that activity. When
they've completed three activities to make a Tic-Tac-Toe, they've completed the
choice board.
We've also seen teachers require their students to complete all nine activities in the
choice board. However, these students may choose the order in which to do the
activities. If all the activities are online, make the choice board available in digital
format so that students can click directly on the link.
Let's say you want logic-smart students to use online resources that complement
their analytic intelligence. Depending on the student's grade level, choose one or
more of the math activities at Illuminations (http://illuminations.nctm.org/
ActivitySearch.aspx).
You can do a search by grade level and then drill down to the one or two activities
that would most benefit your students. List the exact Web link for the activity in the
choice board. Or, if you have access to the Early Learning Toolkit by 2Simple USA,
try 2graph. Students may wish to do a simple survey, such as finding out which
sports are most popular with classmates, then graph the results (see Fig. 4.2). Or
perhaps verbal-linguistic students would like to play word games. Visit Learning
Vocabulary Can Be Fun (www.vocabulary.co.il/) and decide which game or games
would be best for your students.
TABLE 4.3 • Ideas to create a Tic-Tac-Toe Board

Analytic Intelligrnces Intelligence Intelligences Introspective Intelligences
Logic Smart Body Smart Wonder Smart

Databases Claymation and movie software tools All About Me Scavenger Hunt
Excel, Graph Club/2graph (2simpleUSA) Handheld computers If You Were President
spreadsheet software Interactive software The Little Prince Online
Illuminations site Lego/Logo, robotics/construction software Online encyclopedias and similar resources
Logic and problem-solving software Manipulatives and probes Philosopher's Island
Strategy-based software and games
Music Smart People Smart Picture Smart

Juice Bottle Jingles Collaborative software and Web sites Inspiration/Kidspiration/Webbing software
Multimedia software with sound Group decision software (Tom Snyder's Matisse for Kids
Music Ace/music software Geography Search software) Neighborhood Map Machine/mapping
Musical Pattern Builder Telecommunications projects such as Flat software
Stanley or Monster Exchange Paint/drawing-painting software
Music sound bytes
WebQuests and ThinkQuests with PowerPoint/presentation software
Online piano
collaborative elements
Play Music Sanford Art Edventures
Sing Along Tunes and Lyrics
Nature Smart Word Smart Self Smart

Digital and video cameras Publisher/desktop publishing Diaries
Environmental research and simulations Word/word-processing Electronic portfolios
Probes and microscopes Word-related games, puzzles, and riddles Independent tutorials
Nature-related software Journals
Your picture-smart students will enjoy using Paint or other drawing software
to create original art. Let's say that your students are writing original poems for
celebrating Mother's Day. Using drawing software, students can create original
portraits of their mothers and insert them into a word processing or publishing
document to highlight their poetry.
FIGURE 4.2 •
Author-created
graph of favorite
sports using
2Simple USA
Reprinted with permission of 2Simple Software, UK/2Simple USA Inc., U.S.
Created by
Casey W.
FIGURE 4.3 II
Mother's Day FIGURE 4.4 III Mother's Day portrait
portrait created created by fifth grade student
by fifth grade
student
Created by Kamala K.
Now that you have become acquainted with Howard Gardner's multiple
intelligences theory and learned how you can apply the theory to classroom
activities, you're ready to review a sample lesson plan that includes technology to
help differentiate Mi-based tasks. We continue with our Colonial America theme
and rely upon MI and technology tools to assist us in our challenging endeavor to
differentiate by learning profile.
DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS
Lesson Plan
Colonial America
Grade 5
Subject Area Social Studies—with connections to other core curricula
Curriculum Standards Social Studies Standards (National Council for the Social Studies) addressed:
(available at http://cnets.iste.org/currstands/cstands-ssji.html)
II. Time, Continuity, and Change
Social studies programs should include experiences that provide for the study of the ways human beings view
themselves in and over time so that the learner can
• demonstrate an ability to correctly use vocabulary associated with time, such as past, present, future, and long
ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and
effect relationships;
• compare and contrast different stories or accounts about past events, people, places, or situations, identifying
how they contribute to our understanding of the past;
• identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps,
textbooks, photos, and others;
• use knowledge of facts and concepts drawn from history, as well as elements of historical inquiry, to inform
decision making concerning public issues and how to take action regarding them.
National Educational Technology Standards for Students (NETS*S) addressed: (see appendix for full list)
3. Research and Information Fluency: 3.a., 3.b., 3.c., 3.d.
6. Technology Operations and Concepts: 6.b.
Lesson In this lesson, students choose and use technology activities based on a multiple intelligences Tic-Tac-Toe Board
Summary for the study of Colonial America.
Materials • Copies of the Colonial America Tic-Tac-Toe Board

• Paint, Kid Pix, or similar computer drawing software
• Word processing, desktop publishing, presentation software
• Printer
Web Resources Internet access

Access to online encyclopedias (optional)
continued
Colonial America (continued)

Lesson 1. After completing research, ask students to independently choose three activities to complete a Tic-Tac-Toe Board.
Activities 2. Distribute copies of the Tic-Tac-Toe Board and discuss the choices.
3. Ask students to Think-Pair-Share.
4. Ask students to (Think) choose activities that complete a three-in-a-row Tic-Tac-Toe that uses all three-column
categories (only diagonal cells or horizontal rows).
5. In the handout, students can write a sentence stating why an activity would be an appropriate choice, why it
matches the student's intelligence, or why it would serve to strengthen that particular intelligence.
6. Ask students to Pair-Share their choices.
7. Collect the handouts, read the choices, and determine whether any changes need to be made. For example,
if students have made an unwise decision, talk with them about change.
8. Create a chart that shows which students have selected each activity and construct a timeline for when each
activity is due. Post the chart or provide copies.
9. Create guidelines and rubrics for each activity so that students know what's required.
10. Meet with the students doing each activity and assign a group leader who can troubleshoot problems before
they come to you.
11. Ask students to start on the first activity. In the case of group work, you'll need to help organize where students
work and how they use classroom and building resources.
12. After the activities or products are completed, students share information with a small group or the class. You may
choose to organize the presentations so that either all students who chose product No. 1 meet together and share
or all students who chose product No. 2 meet together and share, or you may decide to have students share their
work in pairs or with the full class.
Technology Activity • If computers must be shared, pair students to work on activities.

Options • If a lab is available, students should organize their notes and prioritize their time in the lab.
Differentiation/ • More capable students who know basic computer skills can expand any assignment beyond the requirements. For
Extension example, they can create original art to embellish their product. They can research additional information to add to
their product. They can create games, puzzles, or riddles to accompany their product.
• Less capable students may be paired with a more capable student, or upper elementary students could be assigned
to work as mentors with these students. During paired learning, the more capable student becomes the tutor and
assists the less capable student in learning new skills. At the same time, the more capable student hones
explanation and communication skills as knowledge is shared.
Evaluation Use rubrics to evaluate students on the following components:

• Completed products
• Independent work or group work
• Reflection on learning activities
c H AP TE R 4 Using Technology to Differentiate by Learning Profile
Colonial American Tic-Tac-Toe Board Using Ml and Technology
Directions: Choose three activities in a diagonal or horizontal line to make

Tic-Tac-Toe.
Analytic Intelligrnces Intelligence Intelligences Introspective Intelligences
Logic Smart Body Smart Wonder Smart

Technology: Internet and Word. Technology: Publisher. Technology: Publisher or Word.
Product: A comparison chart between Product: Construct a game that Colonial Product: A letter to your children or
Wampanoag and Colonists in daily life children used and show classmates how to grandchildren 50 years after Colonists
in 1621. Visit "You Are the Historian" at play it. discovered you were a spy. Print the product
Plimouth Plantation and "Daily Life in 1621" to share.
to learn more.
Music Smart People Smart Picture Smart

Technology: Music composing software Technology: Liberty's Kids research tools Technology: Computer drawing software
or an online program such as Music Ace or (online), Publisher, or My Newsletter Maker. such as Paint.
2Simple Music Toolkit. Visit Colonial Williamsburg for some ideas. Product: Portrait of a Colonial person.
Product: Original song or rap to tell a story Product: A one-page newsletter with two Label the portrait with date, name, and key
about a person or event during Colonial articles about your colony. With a partner, information. Print the portrait and mount
times. Save the file so that you can play it for tell about school, work, games, toys, trades, it on construction paper. Save the file for
the class. Type the words into PowerPoint to farming, or other ways people share and help sharing.
project on the computer screen or distribute. each other in daily life. Print it!
Nature Smart Word Smart Self Smart

Technology: Kidspiration or graphic Technology: Publisher. Technology: Publisher or Word.
organizer or chart. Product: Poster advertising a Colonial event. Product: Four personal diary pages that
Product: Compare and contrast the daily Product shows who, what, where, when, reflect a young person's thoughts about an
life of the Wampanoags and the Colonists. why, and how and includes clip art or original important event or daily life during Colonial
Use Scholastic's First Thanksgiving site for art. Print the product to share. times. Print the product to share with the
information. class.
Tip: Create Peer Tutors!

If you plan to teach a new computer skill or program, teach a small group of students first. When you're ready
to teach the whole group, the previously taught students can serve as your assistants to help others in the
class. Be sure to alternate students so that everyone has a chance to be a star helper.
Technology Steps
How would you set up one of these activities? Let's take the People Smart sugges-
tion and look at the steps.
1. Determine the research topic and ask students to visit Liberty's Kids
online at www.libertyskids.com/archive.html (or another site of your
choice).
2. Students take notes about their topic and write their news article, proof-
read it, and make changes.
3. To create the newsletter, use what's available at your school. Word and
Publisher can be used to put news into newsletter format. An online tool,
My Newsletter Maker (www.mynewslettermaker.com), is great for those
who don't have software.
4. Students can use images from Liberty's Kids or draw their own in Paint.
5. After creating their newsletters, the final step is print and share.
TABLE 4.4 • Sample product rubric for self-smart activity in Tic-Tac-Toe Board
Diary Pages Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Number of pages/ One diary page with Two diary pages with Three diary pages with Four diary pages with
Organization date dates dates dates
Information about One detail Two to three details Four to five details Six or more details
a real event
Opinion about No opinion stated Opinion stated Opinion stated with Opinion stated
the event two supporting details with three or more
supporting details
Mechanics Six or more spelling, Four to five spelling, Two to three spelling, Zero to one spelling,
punctuation, or punctuation, or punctuation, or punctuation, or
grammatical errors grammatical errors grammatical errors grammatical error
Technology Integration Used Word or Publisher Used Word or Publisher Used Word or Publisher Used Word or Publisher
for diary pages for diary pages and for diary pages, for diary pages and
included one clip art included two clip art included original
image images image(s) drawn in Paint
Perhaps the most advantageous aspect of employing multiple intelligences coupled

with technology is that there are so many ways to combine them. Together, they
afford endless choices to our students. As K-5 teachers, you should keep in mind
that younger or less able students will need more structured choices and that older
or more able students generally will need less structured choices.
We Ve found that the best way to combine technology with multiple intelligences is
to start with one or two additions, like getting your big toe wet, and then jumping
in until your whole body is submerged. Take the plunge! The MI + Tech water is
great!

Ml Pick an Alien www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
Pre-Assessment Ml Test for Children www.mitest.com/omitest.htm
Tools
Ml Tests for Teachers http://surfaquarium.com/MI/inventory.htm
These tools con
www.literacyproject.org/DL/MultiplelntelligencesSurvey.htm
be used online or
printed to determine www.lvarv.org/el-civics/More EE PDF Files/lntros/MISurvey.pdf
students'Ml traits. www.swadulted.com/workshops/lessonplan/LPHandoutsPDF.pdf
Printable form for recording www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/MIRecord.html
students' intelligences by category
Ml Resources All About Me Scavenger Hunt www.dampier.wa.edu.au/Room13/scavhunt.htm

These sites can Flat Stanley http://flatstanley.enoreo.on.ca/
be matched with Juice Bottle Jingles www.lhs.berkeley.edu/shockwave/jar.html
students'Ml traits.
Illuminations http://illuminations.nctm.org/ActivitySearch.aspx
If You Were President www.scholastic.com/kids/president/game.htm
Matisse for Kids www.artbma.org/education/matisse_kids_frame.html
Monster Exchange www.monsterexchange.org
Musical Pattern Builder www.hbschool.com/activity/pattern/pattern.html
Play the Piano Online—Java Piano www.pianoworld.com/fun/javapiano/javapiano.htm
Philosopher's Island www.portables2.ngfl.gov.uk/pmpercival/philosophy/
Play Music www.playmusic.org
SanfordArtEdventures www.sanford-artedventures.com/play/play.html
Sing Along Tunes and Lyrics www.niehs.nih.gov/kids/musicchild.htm
The Little Prince Online www.angelfire.com/hi/littleprince/
Colonial America Colonial Williamsburg www.history.org/media/index.cfmtftrad

Links ...and Tour the Town www.history.org/visit/tourTheTown/index.cfm
Jamestown Rediscovery www.apva.org/jr.html
Liberty News www.libertyskids.com/lnn.html
Daily Life in 1621 http://teacher.scholastic.com/thanksgiving/daily_life/
Plimoth Plantation www.plimoth.org/OLC/index_js2.html
Talk Like a Pilgrim www.plimoth.org/learn/education/kids/talk.asp
Thanksgiving Challenge http://teacher.scholastic.com/thanksgiving/voyage/
Rubrics RubiStar http://rubistar.4teachers.org

and Rubric TeAch-nology www.teach-nology.com/Web_tools/rubrics/
Generators
Tech4Learning http://myt4l.com/index.php?v=pl&page_ac=view&type=tools&tool
=rubricmaker
Compare/ Compare/Contrast Diagram www.readingquest.org/pdf/compare.pdf

Contrast Tools
Interactive Venn Diagram www.readwritethink.org/materials/venn/
CHAPTER 5
Using Technology to
Differentiate by Content
Content is the "stuff" of teaching; it's the information and

concepts we want students to learn and the materials through
which they learn. As we help to provide access to content, we
empower students to take ownership of it. When we differentiate
by content, we vary what we teach as well as how we teach it.
As educators strive to fulfill an ever-growing number of diverse

job tasks and reach our "wired" students, we must become
increasingly more resourceful and innovative. Although these
responsibilities seem overwhelming at times, may we offer a
fresh perspective to encourage you?
You might begin to think about content as the "infotainment"

center in a classroom. Your Content Infotainment Center houses
access to all the information and concepts you want students to know for each
subject you teach.
There are seven shelves in the Infotainment Center. Each shelf provides storage for
important resources and aids.
Shelf 1: Media, access to the Internet, and software
Shelf 2: Printed texts and resource materials
Shelf 3: Manipulatives and related activity tools for understanding concepts
Shelf 4: Paper, drawing tools, crayons, and related supplies
Shelf 5: Headsets, recorders, and tapes for listening activities
Shelf 6: Bulletin boards, strings, clothespins, and tacks for displaying
student artifacts
Shelf 7: Certificates, awards, stickers, and similar products for honoring
students' progress
CHAPTER 5 Using Technology to Differentiate by Content
You stand before your Infotainment Center, with its keys in your hand. You decide
when to open its doors and which shelf you'll use to help students understand
the content before them. Which shelf or shelves will you draw from today? How
will you decide? In the process of making this decision, reflect on the following
Chinese proverb: "Learning is a treasure that will follow its owner everywhere/'
Matching Content to Learners

To help students understand why learning is a treasure, we have to engage them.
To engage them, we have to understand them and their needs. Knowing how to
differentiate content is based on our understanding of the learners in our class-
room. When we've figured out how to match content with learners or learners
with content, we open the door to understanding.
To build on your ability to differentiate by content, this chapter will offer some
useful strategies for differentiating content by readiness, interest, and learning
profile. Well review the fundamentals of differentiating content by these three
student traits, explore some strategies that correspond to each trait, and, finally,
put technology to work as we pull out some exciting tools from our Infotainment
Center to communicate content to our students in an effective manner.
Differentiating Content by Readiness

Readiness is a student's entry point in relation to a particular concept or skill. More
able students who are capable of complex or open-ended activities need advanced
materials and enough time to investigate topics in depth. Less able students need
more opportunities for practice or direct instruction, simpler materials, and more
structured activities.
How do you know which students are ready for advanced skills and which aren't?
Many teachers use their powers of observation to determine students' readiness.
However, some teachers use pre-assessments of the content to be taught, prior
report-card grades, anecdotal records, conversations with a previous teacher, or a
combination of these indicators. Whatever your method, your students will prob-
ably fit into one of three categories with respect to the content they need to master
for your grade: at grade level, below grade level, or above grade level. Happily,
there are some useful strategies to use with students at varying levels of readiness.
Compacting Curriculum for More Able Students

When I (Grace) taught sixth-grade language arts and reading, a number of students
in my classes had previously mastered the content. They were excellent writers,
possessing fine grammar skills as well as superb reading and comprehension
skills. You've probably experienced similar students in your classes. An important

question is: What do teachers do with these students?
In most cases, school curriculum builds on, and actually repeats, previous
content. In language arts, for example, students may have learned about sentence
elements in Grade 2 or 3, again in Grade 4, and yet again in Grade 5. While some
students—those who haven't grasped the concept of how sentence elements work
together—need more teaching and practice to understand, others don't need a
repeat or three-peat. It makes sense for teachers to address both kinds of learners:
those who have mastered the concepts and those who haven't. Curriculum
compacting, then, is a strategy for streamlining curriculum to allow more able
students to work at a faster pace so that they can pursue an alternate topic or
investigate an area of study in greater depth.
The idea for curriculum compacting was developed by Joe Renzulli, professor
and director of the National Research Center on the Gifted and Talented at the
University of Connecticut. Renzulli's research indicates that by compacting
curriculum, we avoid teaching students what they already know. We can offer
differentiated and challenging learning opportunities to more able students, and
we can provide opportunities for new, enriched, and accelerated learning. Informa-
tion about Renzulli Learning, a project of the University of Connecticut's Research
& Development Corporation, is online at www.renzullilearning.com.
By compacting curriculum, teachers offer three benefits to students. We can
1) reduce boredom and its related issues of distraction, discipline, and under-
achievement; 2) foster the challenging environment that DI supports; and 3) permit
students to work at an appropriate pace. Compacting curriculum is useful for any
curriculum or grade level because it's a strategy designed to make suitable modifi-
cations to content so as to match learners' abilities to instructional tasks.
At this point, you might be asking yourself how to compact your own curriculum.
We recommend starting off with one or two responsible students, selecting appro-
priate content, and trying a variety of methods to determine student mastery.
Here are the steps recommended by Dr. Renzulli and his research team:
1. Pre-Assess
• Identify the content goals and outcomes; that is, the learning objectives
or goals for a particular unit of study.
« Pre-assess students on the identified objectives before teaching the
content. Students who consistently finish tasks early and correctly
are usually good candidates for compacting. Scores on previous
tests, assignments, and participation in the classroom will serve as
indicators of ability. Pretests, such as end-of-the-unit tests for specific
objectives or other informal or formal assessments, should also be
used.
2. Modify Learning Activities

« Identify which students have mastered the learning objectives.
• Decide whether the identified students need enrichment or accelerated
activities.
• Create replacement activities for students who have met the objectives
that are about to be taught. Examples of learning activities include
independent or self-directed learning, student-created projects, alter-
native textbooks, peer teaching and coaching, and research projects.
Replacement activities can be differentiated by interest, readiness, and
learning profile.
3. Manage
H Develop a plan with students to determine what they'll do while
others work on regular lessons. Create guidelines, timelines, work
rules, and assignments for content not mastered.
« Evaluate student performance.
Renzulli and his staff have developed a guide for compacting. The "compactor"
tool consists of a three-column form that captures the compactor's three categories:
1. Curriculum Areas to Be Considered for Compacting
2. Procedures for Compacting Basic Material
3. Acceleration and/or Enrichment Activities
Information about the categories and a copy of the form may be viewed and
printed atwww.gifted.uconn.edu/siegle/CurriculumCompacting/section7.html.
Once youVe determined whether a student would benefit from compacting, you
can substitute accelerated or enrichment activities for basic skills work that the
rest of the class is performing. Ideas for substitutions are found throughout this
chapter.
Learning Contracts
Learning contracts go hand in hand with compacting curriculum. Although the

term contract sounds like an inflexible term, such is not the case in differentiated
classrooms. Learning contracts provide for a mix of both required and self-selected
tasks. Technology assists students and teachers in many ways when it comes to
such opportunities for new, enriched, independent, and accelerated learning.
Learning contracts are an exciting, flexible strategy that you may use alongside
other DI techniques and tools. Because they're such a valuable strategy, we wish to
devote more time and space to them in chapter 10, "Using Technology to Manage
Your Differentiated Classroom."
Profile: Curriculum Compacting
Function
To streamline curriculum in order to offer students alternatives instead of

holding them to basal or grade level curricular objectives that they may have
already mastered. An excellent article about curriculum compacting is available at
www.gifted.uconn.edu/sem/pdf/Curriculum_Compacting.pdf.
Advantages
m Decreases boredom, distraction, underachievement, and discipline issues.

• Cultivates the challenging environment that DI supports.
• Is useful for any curricular framework or school configuration and is not
constrained by grade level.
• ttt
Components
A. Pre-assessment
B. Modification of learning activities
C. Management
Steps to Compact Curriculum
1. Pre-assessment
m Identify the content goals and outcomes; that is, the learning objectives
or goals for a particular unit of study.
• Pre-assess students on the identified objectives before teaching the
content. Students who consistently finish tasks early and correctly
are usually good candidates for compacting. Scores on previous
tests, assignments, and participation in the classroom will serve as
indicators of ability. Pretests, such as end-of the-unit tests for specific
objectives or other informal or formal assessments, should also be
used.
2. Modification of Learning Activities

m Identify which students have mastered the learning objectives.
m Decide whether the identified students need enrichment or accelerated
activities.
CHAPTERS Using Technology to Differentiate by Content
• Create replacement activities for students who have met the objectives
that are about to be taught. Examples of learning activities include
independent or self-directed learning, student-created projects, alter-
native textbooks, peer teaching and coaching, and research projects.
Replacement activities can be differentiated by interest, readiness, and
learning profile.
3. Management
• Develop a plan with students to determine what they'll do while
others work on regular lessons. Create guidelines, timelines, work
rules, and assignments for content not mastered.
• Evaluate student performance.
Differentiating Curriculum for Less Able Students

WeVe addressed a strategy for more able students. What, though, can we do to
differentiate content for less able students? Elementary teachers have always used
scaffolding, a support strategy for helping students gain the skills needed to do
coursework more effectively. Scaffolding means doing some of the work for the
student who isn't quite ready to accomplish a task independently. Similar to the
supports that construction workers use on buildings, scaffolding is meant to be
temporary. Scaffolding is "applied" to aid the completion of a task; then, over time,
it's removed. We'll talk more about scaffolding in chapter 10, "Using Technology to
Manage Your Differentiated Classroom."
Teachers also use small-group learning and specific activities to help students
develop skills and master learning objectives. Content materials written at simpler
reading levels, graphic organizers, and materials with multisensory components
appeal to, and are more appropriate for, less able students. Many teachers also
create learning centers at which students can work on specific skills. Additional
strategies include varied time allotments, supplementary print resources, and
varied computer programs.
Differentiating by Readiness with Technology

In the last few years, skills practice software and online learning sites have become
readily available as new tools for learning and practice. Recent software programs
such as Splish Splash Math, Earobics, StudyDog, and similar interactive programs
help students work with content as they build skills in a fun and motivating
way. Multimedia software programs and online skills-building sites personalize
learning and can help struggling students master core skills and achieve signifi-
cant gains. Online sites offer opportunities for more able students to explore
content in depth and investigate topics of interest.
Table 5.1 shows some examples of the plethora of software and online learning
tools currently available. Depending on the readiness of the student, the product
may be appropriate for reinforcing concepts or challenging skills. The resources
section at the end of this chapter includes Web sites for learning about these tools.
TABLE 5.1 • Software and online learning tools

K-2 3-5
Language Arts Earobics Book Central

The Literacy Center FactMonster Biographies
StudyDog Make Your Own Book
World Build and Bank Merriam-Webster Word Central
Math Ghost Blasters Are You a Math Magician?

Speed Grid Subtraction Challenge Mad Math Minutes
Splish Splash Math That's a Fact: Math Facts
Understanding Numeration Understanding Math
Social Studies Ben's Guide to U.S. Government Geography Search

Harriet Tubman and the Underground RR Plimoth 1621
Neighborhood Map Machine TimeLiner
White House Kids Trades at Colonial Williamsburg
Multiple Content 2Simple Software BrainPop

Game Goo Learning Discovery Education unitedstreaming
Many other resources and strategies are also available to assist us in our effort to
differentiate content by interest. Let's turn now to differentiating content by the
curricular element that's closest to our students' hearts: interest.
Differentiating Content by Interest

Differentiating content by interest refers to topics students choose to explore
because they're eager to learn about them. Differentiating by interest is the hook we
can use to engage students in learning.
Below are some ideas for differentiating content by interest in your classroom. The
resources section at the end of this chapter contains links for information about
these strategies. Remember that we also investigated a few of the following strate-
gies in greater detail in chapter 2, "Using Technology to Differentiate by Interest."
Fortunately, most students are eager to talk to us about their specific interests and
are also willing to complete an interest survey or questionnaire. Two ready-to-go
student-interest surveys are available at the University of Connecticut Web site.
If I Ran the School is a primary interest inventory while the Interest-A-Lyzer is

a short survey designed to help students think about and focus their interests.
Although the Interest-A-Lyzer is geared toward older students, you could make a
similar version for upper elementary students. Links to these tools are available in
the Resources section at the end of the chapter.
Once youVe received feedback from your students about their interests using
a simple conversation or one or more assessment surveys, you might choose to
differentiate content by interest through one or more of the following appealing
strategies.
Interest Centers
In many elementary classrooms, the most familiar approach to differentiating by
content is to set up interest centers in the classroom. Each interest center represents
a physical space within the classroom and contains a variety of materials grouped
together by interest or theme. Materials and activities in each center represent a
wide range of skill levels and can be used independently, with a partner, or in a
small group.
A math center, for example, might include manipulatives, books about famous
mathematicians, a computer with math software, math puzzles, tools to draw
mathematical patterns, math challenges and problem solving, and math games.
A publishing center might include a computer with word processing and desktop
publishing software, a printer, writing and illustrating tools, books about famous
writers, blank books, fancy paper for final products, a dictionary and thesaurus,
and related materials.
Add Adding a computer to any interest center offers learners the opportunity to use technology
to create an art act or to
Tech* ^ Pursue êir interests using software or the Web. You might include
a list of WebQuests or sites geared to interest. In our district, we started a Web page called
Curious Kids (www.gpschools.org/ci/depts/library/ckids.htm) and posted links based on Dewey
decimal categories that students use in the library. Organizing the categories in this way helps to
reinforce library skills.
We created another page called Reading Rocks! (www.gpschools.org/ci/depts/library/reading.
htm) for kids who enjoy reading and learning more about their favorite authors. This page
provides links to a variety of familiar authors and series.
We also designed a variety of bookmarks, football and Olympics reading incentives, and reading
achievement awards. Many of these are available at www.everythingdi.net.
/-Searches
I-Searches are investigative reports that students conduct on a particular topic.
Students choose a topic and complete a KWL chart on the topic. From the L in the
chart, students develop research questions and make a list of resources they'll use
to find answers to their questions. Next, students research information, take notes,
and organize their findings. Finally, students write about and report on the five
phases of the process: 1) my questions, 2) my search process, 3) what I learned, 4)
my skills as a researcher, and 5) references used in my report.
FIGURE 5.1 11
Kidspiration
software provides
a ready-made
KWL template
that students
can use for the
l-Search process.
Diagram created in Kidspiration by Inspiration software. Reprinted with permission.
Add Adding a technology element kicks l-Searches up a notch. Although l-Searches can be
Tech! conducted using library materials, adding teacher-selected Web sites often increases learner
motivation and enhances technology skills. We explored l-Searches in depth in chapter 2 and
offered a sample lesson plan and profile page to familiarize you with this strategy.
Online Explorations
Many Web sites are devoted to content that students want to investigate in more
depth. You might consider developing a Web site or clickable document of URLs
for kids to explore. The Curious Kids Web page lists a number of links children
can explore. Many public libraries and museums also offer pages with topics of
interest to children. Some of them are NGA Kids (www.nga.gov/kids/kids.htm),
Matisse for Kids (www.artbma.org/education/matisse_kids_frame.html), and The
Children's Museum of Indianapolis (www.childrensmuseum.org).
Add Creating a starter list of links for kids to explore starts them off In the right direction and
Tech! enhances their tech quest for knowledge. You can create a list of online links by typing them into
a Web page, a Word or PowerPoint document, Kidspiration/lnspiration, or any software that
allows hyperlinks.
The Kids Zone at the El Paso Public Library (www.elpasotexas.gov/kidszone/

kidszonejibrary/index.htm) is one of the best kid-friendly sites weVe seen. Check
out its spectacular, engaging graphics, and take at look at the Cool Sites and Games
& Activities sections for ideas for your own list. Children's librarian and artist for
the Kids Zone, Laurel Lynn Indalecio, offers insight into her design. She says, "I
came up with the dinosaur theme because, hey.. .dinosaurs are just cool. In public
libraries, dinosaurs have remained one of the most requested subjects over time. I
wanted the home page image to show a library that looked fun.. .a parent reading
to a child, toys, a computer, etc. The mountains in the background are the Franklin
Mountains. The star on the mountain actually exists in lights and is turned on at
least half of the year in the evenings. The landmark is instantly recognizable to the
children of El Paso."
FIGURE 5.2 •
El Paso Public
Library's Kids Zone
page invites
Graphics and Web site maintained
readers in with by Laurel Lynn Indalecio for the
engaging El Paso, TX Public Library.
graphics. Reprinted with permission.
Software
Thousands of K-5 software programs have been developed for computers, the
Internet, and handheld tools. How do you separate the wheat from the chaff? We
like to use the Children's Technology Review (subscription-based) resources; the
Codie educational software awards; Tech Learning reviews; and the California
Learning Resources Network (CLRN), a free resource that requires registration.
Codie award winners for 2005 included netTrekker, Kidspiration 2, Inspiration 7.5,
and Thinking Reader. Award winners for 2006 included FASTT Math, Kidspiration
2.1, and netTrekker d.i.
netTrekker d.i. is an award-winning search engine for schools. Teachers and

students can access more than 180,000 educator-selected online resources orga-
nized by readability level and aligned with state standards. Each resource has
been assigned a readability measure based on Lexile ratings and other readability
methods. A section of netTrekker d.i. resources is dedicated to teaching English
as a second language. A dictionary/translation hot key is available to find the
definition or translation for any word selected on a Web site. The Multicultural
Pavilion offers resources on many different cultures. One of the coolest features
is Read Aloud. Read Aloud allows text-to-speech functions for all information on
netTrekker d.i. pages, text on Web resources accessed from any search result, and
definitions accessed by using the Dictionary Hot Key. You can learn more about
netTrekker d.i. by visiting www.nettrekker.com.
FIGURE 5.3 •
The netTrekker
search engine for
schools offers
access to more
than 180,00
educator-selected
online resources.
©1999-2007Thinkronize Inc. All rights reserved. Reprinted with permission.
WebQuests and Similar Projects
Another way to differentiate content by interest is to find or create a WebQuest that

complements students7 interests. WebQuests are interactive, interest- or research-
driven tasks completed by teams or individuals who use the Web. Students often
assume a specific role (scribe, historian, leader, and so forth) and work together to
complete a product. San Diego State University hosts a WebQuest portal and offers
the new QuestGarden, a free authoring tool (http://webquest.sdsu.edu). Detailed
information about WebQuests also appears in chapter 2, "Using Technology to
Differentiate by Interest/' along with a sample lesson plan and a profile page.
Add 'f WebQuests aren't your specialty, then create an original scavenger hunt or computer-related
Tech! tivity that intrigues kids. Maybe it's a mystery or a puzzle to solve. Maybe it's a historical
event for students to interpret. Whatever you can do to enhance learning in a fun way will be
popular and well regarded. Education World has an archive of Internet Hunts available at www.
education-world.com/ajesson/archives/hunt.shtml.
Time for Kids has a fine example at
www.timeforkids.com/TFK/dass/pdfs/2005F/050902_wr3.pdf
Differentiating by Interest with Technology

If you haven't yet experimented much with using technology to help differentiate
by interest, you'll be pleased to learn that it's very accommodating. You can imple-
ment some simple solutions immediately, such as adding a computer to interest
centers.
Computers offer learners the opportunity to use technology to create an artifact
or pursue their interests through software or the Web. Although research-based
projects such as I-Searches can be conducted using library materials, adding
teacher-selected Web sites often increases learner motivation and enhances tech-
nology skills. Creating a starter list of links for kids to investigate as a part of
inquiry-based tasks (such as I-Searches) or online explorations (of content that
really fascinates them) starts them off in the right direction and boosts their tech
quest for knowledge.
Although WebQuests provide an excellent way to use technology to differentiate
by interest, they may not be your specialty. Instead, create an original scavenger
hunt or computer-related activity that intrigues kids. Maybe it's a mystery or a
puzzle to solve. Maybe it's a historical event for students to interpret. Whatever you
can do to enhance learning in a fun way will be popular and well regarded.
Differentiating Content by Learning Profile

Finally, we need to think about differentiating content by learning profile. All of
our students come to us with unique backgrounds, learning styles, and prefer-
ences. As we endeavor to communicate key concepts and core material to them,
differentiating according to learning profile is an essential and effective tool.
Students' learning profiles indicate their preferred method of learning. Teachers
also have a preferred teaching and learning style, which may not be compatible
with the preferred learning style of every student in their classroom. However,
strategies can be used to reach students who don't match your style.
For example, we can provide information visually and orally to students by using
PowerPoint slides, transparencies, or flip charts. We can create graphic organizers
and diagrams to aid visual-spatial learners. We can create raps or songs to empha-
size key points and offer multiple texts and resources to help students learn. We
can share information by printed text, by digital text, by pictures and videos,
by music, and by field trips. Finally, we can offer content that appeals to and
strengthens the multiple intelligences.
Video streaming is one of the newest implementations of technology-driven
content that appears to improve student learning. Discovery Education united-
streaming, one of the largest providers, is a digital video-on-demand and online
teaching service with videos aligned with U.S. and Canadian standards. Offering a
collection of more than 50,000 video segments from among 5,000 full-length educa-
tional videos by award-winning producers, the company adds more than 1,000
new titles each year. Two recent research studies show that students who receive
instruction in math, social studies, and science aided by videos show an increase in
achievement over those who do not. Details about the studies are available on the
Discovery Education unitedstreaming Web site at www.unitedstreaming.com/home/
why.cfm?id-3/
Videos address several of the multiple intelligences, particularly visual, kines-
thetic, and musical learners. Videos with closed captions also appeal to text-based
learners or those with verbal-linguistic intelligence. They can enhance classroom
instruction by visually demonstrating an abstract concept or bringing history and
literature to life through stirring reenactments.
Add The Multiple Intelligences and Technology Web site created by your authors
Tech! (www.everythingdi.net) offers content and practice sites based on each of the intelligences.
This site offers links for students of varying levels, interests, and learning profiles. Students can
explore sites related to their strengths as well as investigate those that are less familiar.
Differentiating by Learning Profile with Technology

You've probably realized that combining multiple intelligences with technology is
one of your authors7 favorite ways to focus on students' unique learning profiles.
The Multiple Intelligences and Technology site created by your authors (www.
everythingdi.net) offers content and practice sites based on each of the intelligences.
This site offers links for students of varying levels, interests, and learning profiles.
Students can explore sites related to their strengths as well as investigate those that
are less familiar We've also prepared a quick list to guide you in your attempt to
encourage students to use technology that supports the multiple intelligences.
Now that youVe upgraded your understanding of differentiating content by readi-

ness, interest, and learning profile, let's view a sample lesson plan that includes
technology to help differentiate content-based tasks. Since many states require the
study of state history in Grade 4 or 5, in addition to the development of narrative
skills in the genre of legends and tall tales, we elected to incorporate both into our
lesson plan.
Differentiating Content by Readiness,

Interest, and Learning Profile with Technology
The Stretch-a-Long Michigan Tall Tale lesson plan integrates technology with
language arts. Depending on your state's grade level content expectations, social
studies standards may also apply. While the sample plan employs a tall tale from
Michigan, a similar story from any state can be used.
This plan differentiates content and uses technology in the following ways:
Readiness
• The plan makes use of varied text and resource materials, including
Web-based resources rather than textbook resources.
• Tall tale examples can be matched to students' reading levels.
• Organizers can create structure for less able students.
Interest
• Students can choose individual ways of expressing their tall tale.
• The Word document for creating the tall tale is a new form for expressing
tall tales.
Learning Profile
• Students can select Web, library, or other materials for gathering exam-
ples and ideas.
• Students can select organizers or take notes for creating their own tall
tale.
• Students can select how they wish to create the head and feet of their
tall tale.
Lesson Plan
Stretch-a-Long Michigan Tall Tale
Grade 4/5
Subject Area Language Arts
Curriculum Language Arts (Writing) Standards (State of Michigan ELA Standards based on NCTE) addressed:
Standards W.GN.04.01: write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among
setting, characters, theme, and plot.
W.PR.04.05: proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar
references, writing references) and grade-level checklists, both individually and in groups.
W.GN.05.01: write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting
to enhance the plot, demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting
conflicts and resolutions.
W.PR.05.05: proofread and edit writing using grade-level checklists and other appropriate resources, both individually
and in groups.
3. Research and Information Fluency: 3.a., 3.b., 3.C., 3.d.
Lesson 1. In this lesson, students create original tall tales with settings in Michigan.
Summary 2. Students write their tall tales, proofread and edit them with a partner, and then enter their stories in column format into
a word processing document.
3. After proofreading and making revisions with their partner, students print a final document.
4. Next, students cut the columns apart and tape or glue them together as a single column (to make a "long" tall tale).
5. Using construction paper and crayons or markers, students create and add the head and feet of the tall tale's main character.
Students write the title of the tall tale and their name on the character's feet. These very tall tales can then be hung in the
classroom for students to read.
Materials • Proofreading or editing pencils

• Original tall tale
• Construction paper
• Glue or glue stick and transparent tape
• Crayons or colored markers
continued
Stretch-a-Long Michigan Tall Tale (continued)

Web Michigan History and Geography Resource Links
Resources Kids' Stuff from the Michigan www.michigan.gov/hal/0,1607,7-160—,00.html
Historical Museum: Choose Settling
a State, Lumbering, or Rural Michigan
1865-1900
Michigan History for Kids www.michiganhistorymagazine.com/kids/mag_topics.html
Where Is the Green Gold? http://americanepic.org/greengold/GreenGoldFlash1.html
Lumbering in Michigan www.michiganepic.org/lumbering/lumbering.html
Michigan Cities and Towns www.merriam-Webster.com/cgi-bin/nytmaps.pl?michigan
Proofreaders' Checklists and Symbols
Correcting and Proofreading Checklist www.teachers.net/gazette/JUL03/images/proofreading.pdf
Proofreading Checklist www.ettc.net/writing/PDFfiles/ProofreadingChecklist.pdf
Common Proofreading Symbols http://wwwold.ccc.commnet.edu/writing/symbols.htm
Common Proofreading Symbols www.geocities.com/fifth_grade_tpes/Proof.html
Tall Tales Examples Online
Great American Tall Tales www.turner.k12.ga.us/users/tholmes/tales.html
Michigan Folktales http://americanfolklore.net/folktales/mi2.html
Paul Bunyan www.paulbunyantrail.com/talltale.html
Paul Bunyan www.animatedtalltales.com/en/paulb/thanks.php
Pecos Bill http://pbskids.org/lions/pecos/
State and Regional Folktales www.americanfolklore.net/ss.html
Tall Tales Arizona Style www.kyrene.k12.az.us/schools/brisas/sunda/talltale/talltale.htm
Tall Tales Writing Tools

Tall Tales Checklist http://artsedge.kennedy-center.org/content/2267/2267_talltales_checklist.pdf
www.kent.k12.wa.us/curriculum/tech/K6/3/tall_tales/unit_plan_3talltales.doc
Tall Tales T-Chart www.readwritethink.org/lessonjmages/lesson327/chart.pdf
Tall Tales Writing Rubric www.readwritethink.org/lessonjmages/lesson327/rubric.pdf
Prewriting Students will have previously read some examples of tall tales and learned how to write similes.
Activities
Students will be familiar with word processing software and know how to use Web links. Students will know how to use
MS Paint or another graphic design program.
continued
CHAPTERS Using Technology to Differentiate by Content
Stretch-a-Long Michigan Tall Tale (continued) .
Lesson Lesson 1: Pre-Assessment and Prewriting

Activities 1 Discuss tall tales. Ask students to describe how tall tales got started. (Settlers in the wilderness made up stories to pass the
time and exaggerated the stories to "one-up" each other.) Name some famous tall tale characters (Paul Bunyan, Pecos Bill,
and so forth).
2. Pre-assess students (or discuss with the class) using the vocabulary terms (see Key Vocabulary for Language Arts section).
The key point is to determine students' familiarity with the characteristics of tall tales.
3. Ask students to brainstorm (prewrite) a tall tale that takes place in Michigan during pioneer days or another time. Students
can use the Web sites, their social studies textbook, or library resources for ideas.
4. Ask students to use the Tall Tales Activity Sheet or take notes to list the characteristics and the special powers of the main
character, such as superhuman strength, speed, or intelligence. Think about some problems the main character can solve
by using special powers. List the events in the tall tale in order.
Lesson 2: Drafting and Revising
1. Ask students to look at their list of the main character's characteristics and special powers in the Tall Tales Activity Sheet.
2. Ask students if they have exaggerated their main character's characteristics and special powers enough. Have they really
stretched out the exaggerations? Ask students to think of some juicy similes to describe their main character.
3. Ask students to write their draft and share it with a partner. If students are having trouble, use a fill-in-the-blanks
paragraph to start off the first paragraph and then continue writing. (Note: There's an example of a fill-in-the-blanks story
at www.hasd.org/Faculty/DHietpas/lndex.htmtfwriteatale/)
Lesson 3: Create a Tall Tale Document in Word Processing Program (Create the steps as a handout, or project the steps on the
wall for students to follow as you walk through them.)
1. Open a blank document in Microsoft Word.
2. Choose Page Setup from the File menu.
3. Select the Margins tab.
4. Set 0.5 for the top, bottom, left, and right margins.
5. Go to the Format menu and click Columns.
6. Click 3 Columns.
7. Choose Verdana or another font specified by the teacher.
8. Change your font size to 16.
9. Type the tall tale and spell-check it.
10. Save the document and print it.
continued

Lesson Lesson 4: Proofread, Edit, and Construct
Activities 1. Ask students to proofread their tales and make any changes. (You may want students to proofread and make changes
(continued) to printed copies first.)
2. Ask students to work with a partner to proofread their partner's tale.
3. Ask students to make revisions to their document.
4. Ask students to revise and then print a final copy and carefully cut the columns apart.
5. Ask students to carefully tape or glue the columns together to make a "long" tale.
6. Ask students to create a head and feet (to match the description of the main character) out of construction paper and
crayons or colored markers.
7. Glue the head and feet to each end of the tale. Students may also use "magazine" heads, Paint-created heads and feet,
three-dimensional products, yarn, and other means of expression.
8. Ask students to write the title of their tale and their name on the feet.
Lesson 5: Tall Tales Celebration!

1. As a culminating activity, students share their tall tales with other students (or circulate them round-robin).
2. Students read others' tales. (Optional: Write comments to the author and clip them onto the back of the tall tale.)
3. Students self-reflect on the tall tale process.
4. Students take the post-assessment.
Differentiation/ • More capable students who know basic computer skills can expand any assignment beyond the requirements.
Extension H Less capable students may be paired with a more capable student.
Technology • If computers must be shared, pair students to work on activities.

Activity Options B |f a lab is available, students should organize their notes ahead of time and prioritize their time in the lab.
Evaluation Pre-Assessment
Pre-assess the class using the vocabulary terms (see Key Vocabulary for Language Arts section). The key point is to determine
students' familiarity with tall tales terminology.
Scoring Criteria
Use 10 vocabulary terms. If you choose to record the pre-assessment, each right answer counts as 10 points. Adjust the rubric
below to fit the selected theme and students' skill levels. Use your current grading scale to determine a letter grade.
Post-Assessment
1. Use the same pre-assessment to determine what students have learned.
2. In addition, if necessary, modify the rubric below to fit more closely with the tall tale theme. Use the rubric to assess
the final product.
3. Students self-reflect on their experience in producing a tall tale in their learning log or in a written paragraph.
(Alternate: Group discussion.)
continued

Key Audience—The people most likely to be interested in your writing.
Vocabulary Character—A person in a story.
for
Description—Writing that paints a picture of a person, place, thing, or idea.
Language
Arts Exaggeration—Making something or someone greater or bigger than it really is; words that stretch the truth.
Narrator—The person or character telling the story.
Protagonist—The hero or heroine of the story.
Setting—The time and place of the story.
Simile—A figure of speech that makes a comparison using the words like or as.
Storyteller—the person who tells, or narrates, a story.
Tall Tale—A story with a superhuman main character who solves a problem in a funny way. Details are exaggerated to
describe things and people as greater than they really are.
Key Blank document

Vocabulary Columns
for
Copy/Paste
Technology
used in this File menu
lesson Font
Format
Insert
Margins
Page setup
Spelling checker
FIGURE 5.4 •
Paul Bunyan head
and feet, created
for the Tall Tale
lesson by a fifth
grade student
Created by Kamala K.
TABLE 5.2 • Michigan Tall Tale rubric

Excellent Goog Developing Beginning
4 3 2 1
Appeal to the The tall tale has The tall tale has attractive The tall tale has well- The tall tale's formatting and
Audience exceptionally attractive formatting and well- organized information. organization of material are
formatting and well- organized information. confusing to the reader.
organized information.
Head and Feet Head and feet go well with Head and feet go well with Head and feet go well with Head and feet do not go well
(Construction the tall tale. the tall tale. the tall tale. with the tall tale.
Paper) The title and author's name The title and author's name Author's name or title is Author's name or title is
are listed on the feet. are listed on the feet, but missing from the feet. missing from the feet.
there's a misspelled word.
Exaggeration The tall tale has three or The tall tale has two The tall tale has one The tall tale has no
more exaggerations. exaggerations. exaggeration. exaggeration.
Spelling There are no spelling errors. There are one to two There are three to four There are five or more
spelling errors. spelling errors. spelling errors.
Writing: There are no grammatical There are one to two There are three to four There are five or more
Grammar mistakes in the tall tale. grammatical mistakes grammatical mistakes grammatical mistakes
in the tall tale. in the tall tale. in the tall tale.
Writing: Capitalization and There are one to two There are three to four There are five or more
Mechanics punctuation are correct capitalization and capitalization and capitalization and
throughout the tall tale. punctuation errors punctuation errors punctuation errors
in the tall tale. in the tall tale. in the tall tale.
Technology Technology tasks are correct There are one to two There are three to four There are five to six
Skills throughout the tall tale. technology errors, such technology errors, such technology errors, such
as incorrect revisions, as incorrect revisions, as incorrect revisions,
misaligned text, or misaligned text, or misaligned text, or
no spacing between no spacing between no spacing between
paragraphs. paragraphs. paragraphs.
Tall T a l e s A c t i v i t y S h e e t
Category Who/What Description/Characteristics
Narrator
(Who is telling the story?)
Main Character
Location/Place in Michigan
Year/Time of Year
Other Characters
First Exaggeration
Second Exaggeration
Third Exaggeration
Conclusion
Remember the analogy of the "infotainment" center from the introduction to this
chapter? We're confident that your Content Infotainment Center is now brimming
over with resources and aids—particularly tech-enhanced ones—that you can
access to help students make sense of the content before them. Since you know and
understand your students' interests, levels of readiness, and learning profiles—the
three student traits—you are best equipped to effectively differentiate content for
them.
Experiment with some of the strategies weVe reviewed in this chapter to differ-
entiate content, using the three student traits, as well as technology, during the
differentiation process. Although teachers still ultimately choose the content that's
communicated to students, the "shelves" that we draw from provide a number of
appealing means to assist students in their effort to take ownership of that content.
Are some shelves in your Content Infotainment Center dusty from lack of use? We
challenge you to clear the "cobWebs" and share the treasure!
C H A P T E R 5 Using Technology to Differentiate by Content

Content Tools Are You a Math Magician? http://oswego.org/ocsd-Web/games/mathmagician/maths1.html
Based on Compactor www.gifted.uconn.edu/siegle/CurriculumCompacting/section7.html
Readiness
Earobics www.earobics.com
These Web sites
and software Game Goo www.earobics.com/gamegoo/gooey.html
may be helpful Ghost Blasters Mathhtml www.oswego.org/ocsd-Web/games/Ghostblasters1/gbcd.
in determining The Literacy Center www.literacycenter.net/lessonview_en.htm#
students'
Mad Math Minutes http://staff.wssd.k12.pa.us/awillis/games/math.htm
readiness.
http://www.mrsbogucki.com/aemes/resource/apps/madmath/
Speed Grid Subtraction Challenge www.oswego.org/ocsd-Web/games/SpeedGrid/Subtraction/
urikasub1res.html
Splish Splash Math www.swexpress.com/home.nsf/tit_www_cat!readform&RestrictTo
Category=Math+-+Basic+Skills
StudyDog Reading www.famlit.org/studydog/
That's a Fact www.harcourtschool.com/activity/thats_a_fact/english_K_3.html
TimeLiner www.tomsnyder.com/products/productextras/TIMV50/
Trades at Colonial Williamsburg www.history.org/Almanack/life/trades/tradehdr.cfm
2Simple Software www.2simple.com
World Build and Bank www.readwritethink.org/materials/wordbuild/
Content Tools Children's Museum of Indianapolis www.childrensmuseum.org

Based on Curious Kids www.gpschools.org/ci/depts/library/ckids.htm
Interest
El Paso Public Library Kids Zone www.elpasotexas.gov/kidszone/kidszonejibrary/
These Web
sites are great Interest Surveys at UConn www.gifted.uconn.edu/siegle/CurriculumCompacting/section11.html
for helping KidsClick! http://sunsite.berkeley.edu/KidsClickl/
students Matisse for Kids www.artbma.org/education/matisse_kids_frame.html
explore their
NGAKids www.nga.gov/kids/kids.htm
interest
QuestGarden and the WebQuest Page http://Webquest.sdsu.edu
(requires a nominal fee to build WebQuests)
Content Discovery Education unitedstreaming www.unitedstreaming.com

Tools Based Multiple Intelligences software ideas www.chariho.k12.ri.us/curriculum/MISmart/MISoftwr.html
on Learning
Multiple Intelligences Survey www.lvarv.org/el-civics/More EE PDF Files/lntros/MISurvey.pdf
Profile
These Web Multiple Intelligences and Technology www.everythingdi.net
sites offer help Printable form for recording www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/MIRecord.html
with assessing students' intelligences by category
multiple SurfAquarium http://surfaquarium.com/MI/
intelligences.
Technologies by Intelligence http://surfaquarium.com/mediaselection.pdf
unitedstreaming Student www.unitedlearning.com/streaming/evaluation.cfm?id=315
Achievement Research
CHAPTER 6
Using Technology to
Differentiate by Process
Teachers of today are multifaceted profes-

sionals, and we always have been. It's no
secret that we wear many hats as we serve in
our classrooms. Some of the hats you might
wear are actor, counselor, coach, orchestra
conductor, cheerleader, guide, or parent. It's
fairly common to hear colleagues talk about
the different roles we fill as we share class-
room experiences and strategies.
As we think about differentiating by process,

we encourage you to add another metaphor
to your understanding of a teacher's role: a bridge. Read this inspirational quote
from Marion Shumway, written when she was a teaching assistant at Brigham
Young University:
In my experience as a teaching assistant in organizational behavior, I have often

felt much like a bridge. I feel a responsibility to support unsteady travelers and to
provide passage into previously unexplored realms. Although I do not minimize
the responsibility of the student in the learning process, I do feel, as a bridge, the
weight of the responsibility to not "iurn around" (Shumway, 1993, Summer, p. 4).
In this chapter, we offer strategies for using technology to differentiate by process,

the "bridge" between content (input) and product (output). We'll examine Cubing,
ThinkDots (a cousin to Cubing), and Flexible Grouping, and we'll offer some tech-
nology resources to support these strategies in the classroom. Before we investigate
the specifics of these strategies, let's review the basics of differentiation by process.
CHAPTER 6 Using Technology to Differentiate by Process
Differentiating by Process
To differentiate by process, teachers use sense-making activities with students
to enable comprehension of content. Differentiating by process involves giving
students opportunities to explore key concepts that constitute an essential part of
the input side of the equation (content). As we mentioned above, it's helpful to think
of process as a bridge.
Content Process Product
(Input) (Throughput) (Output)
Differentiation by process gives our students the chance to come to grips with the
material they've been learning—to play with it, twist it, experiment with it, and test
it. The activities that you design as a part of the process phase offer possibilities to
manipulate the content in such a way that allows students to take ownership of the
material. As students grasp the core material, they begin to make progress across
the bridge to their destination, the output side. When learners engage in coopera-
tive activities, they, too, become bridges that support one another along the path to
learning.
We can differentiate by process according to each of the three student traits that
guide DL First, differentiating process according to student interest provides
for student choice about facets of a topic on which to focus and facilitates a link
between a personal interest and a sense-making goal. Jigsaw and interest groups
or centers are effective ways to differentiate process by interest, and we examined
those in chapters 2 and 5. Literature circles are another popular means to differen-
tiate process by interest, and we'll discuss them in this chapter.
Differentiating process according to student learning profile means helping
students make sense of an idea in a preferred way of learning (visually, kinestheti-
cally, by means of multiple intelligences, and so forth). In chapter 4, our lesson plan
illustrated how students could choose and use technology activities based on a
multiple intelligences Tic-Tac-Toe Board for the study of Colonial America.
When we differentiate process according to student readiness, we match the
complexity of an activity or task to a student's current level of skill and under-
standing. Tiering (or tiered assignments), which we investigated in chapter 3,
allows us to vary the depth of a lesson and to permit multiple options for adjust-
ment or customization of a lesson or activity.
You may already differentiate by process in your classroom using flexible groups,
because this strategy is quite popular in elementary classrooms. However, we don't
want to overlook the importance of this cornerstone of collaborative learning in the
DI classroom just because it seems so familiar to us. Therefore, in this chapter, we'll
revisit flexible grouping because it's so vital to DI's success.
We'll then move on to Cubing and ThinkDots. If you're well versed in these strate-
gies, feel free to go directly to the profile pages to review the basics, and then turn
to the sample lesson at the end of the chapter.
Differentiating by Process Using Flexible Groups

During my years of classroom experience, I (Stephanie) have been kidnapped by
pirates, lived in a jungle hut, become the queen of an imaginary country, and won
the World Cup (for women's soccer). These are just a few of the comical events that
students chose to write about as they penned my biography over the years as part
of a flexible group assignment driven by student choice.
I've often used this assignment to help my students gain a better understanding
of the preterit and imperfect tenses in Spanish. Students choose their own groups,
and each group creates its particular version of my biography. When all groups
are finished, I redistribute the documents to other groups for peer editing without
revealing the writers' identities, and I look them over to correct errors that might
impede comprehension.
Once the groups have prepared their final drafts, I pass them out again to students
in other groups and read them aloud to the class, still keeping the writers' iden-
tities secret. Then I post them, coded by number, in an area of the classroom or
sometimes in the hallway or on a class Web site so that students can vote for their
favorite biography. The winning group gets some sort of Spanish-related prize or a
treat with me, such as an ice cream cone at our student union.
It's a fun exercise with many laughs, and the students learn even more about the
preterit and imperfect because they're thrilled to have the chance to invent outra-
geous stories about their instructor.
If you're an experienced teacher, we're certain that some of your flexible grouping
assignments have brought positive results similar to those described above. If
you're a preservice teacher, anticipate some exciting outcomes in your classroom
as you put this great strategy to work! Flexible grouping is a more recent term for
arranging students into teams according to their interests, readiness levels, and
learning profiles, or by random selection or student choice. Grace has a number of
very practical group tasks that she's used over the years that involve one or more
curricular areas. We'll share them with you later in this chapter.
Perhaps the greatest advantage of using flexible groups (also called "cooperative
groups" or "student teams") in your differentiated classroom is that learning goes
beyond the mere academic. In a sense, these pairs, triads, and quads, or other
small groups of varying size, mimic some of the social and work relationships that
students will someday have to negotiate, and they allow them to practice future
job-related skills. When students are on the job in the real world, they'll need to
organize, evaluate, design, and manage their own responsibilities and plans. They
must be able to negotiate and cooperate with others to accomplish shared goals
whether they truly like the people that are a part of their teams or not. Flexibly
grouped students learn how to solve problems and encourage others while they're
actively taking ownership of content.
Countdown to Powerful Flexible Grouping

Since flexible grouping is so critical to DFs success, let's take a few moments to
examine two preliminary tasks we must complete to better prepare our students
for this strategy. If your students aren't accustomed to flexible grouping, these
activities will ease the transition and also help foster a spirit of community in your
classroom.
Preliminary Task No. 1: Establishing Ground Rules

You already know that differentiated instruction strategies are built on student
choice and active involvement in the learning process. In the differentiated
classroom, students also assist in the development of ground rules that govern
behavioral expectations. Although guidelines for student conduct are not usually
received with much enthusiasm, you might encounter a more favorable reaction
because you're allowing students to participate in the process. Ground rules fend
off problems and help provide an escape route when trouble starts. Due to the wide
span of comfort levels, grade levels, and behaviors, ground rules will vary from
one classroom to another.
When you and your students team up to create ground rules, you might want to
use a computer and projector system to record the ground rules. If you don't have
access to the necessary equipment, just write the rules on a flip chart or poster
board and hang them in the classroom. Once they're complete, reorder them as
needed and then print copies for the classroom and for each student. Student
copies could be printed in checklist form using Word or another word-processing
program. Some printers have a poster feature that allows for the printing of
enlarged documents by section, which you could then glue or tape together and
post in your classroom.
Following are some prompts you may use to guide your students toward the
development of ground rules:
1. All ideas are valid.
2. Clean up after yourself.
3. All students participate.
4. Keep hands, feet, and objects to yourself.
5. Respect others by keeping quiet when they talk.
6. Listen to understand.
7. Do not interrupt.
8. Respect different viewpoints and be considerate.
9. Use school-appropriate language.
10. Move and work quietly.
Preliminary Task No. 2: Decision or Consensus Making

Flexible grouping assignments cannot be realized if decision- or consensus-making
skills are absent. Decision or consensus making is based on balance, mutual
respect, and team building. While all group members have the chance to express
their thoughts and opinions, everyone must agree to a final decision.
Before you work through the consensus-making process with students, you might
choose to prepare a graphic organizer in mapping software, PowerPoint, Publisher,
or Word, or print one from an Internet link. (See the Resources section.) If you don't
have one in your classroom, request an Elmo or a computer and projector system
for this exercise. In addition, you'll need to come up with a possible problem or
opportunity with which your students can come to terms. See the vignettes at the
Making Decisions: Grades 4-6 Web site (www.acde.org/educate/46plan2.htm) for
fresh ideas.
If you haven't used decision or consensus making, or a similar technique, look over
the sample steps we suggest here:
1. Introduce a problem or opportunity to students, such as whether school
uniforms should be required of all students in your building.
2. Have students work through the problem or opportunity individually.
Ask them to restate the problem or opportunity and record their options
for resolving it in a graphic organizer of your choice. Make sure they also
list the consequences of the options. It might be helpful to them to think
in terms of pros and cons. Students might write about the fact that while
uniforms eliminate their freedom to choose their own style of clothing
they could also reduce the amount of money spent on clothes. Ask them
to consider the principal's or school district's perspective.
3. Next, place the students into small groups to discuss their ideas with
classmates. When students become more comfortable and capable, you
may be able to omit the small group step and invite them to discuss their
thoughts in a large-group setting. Then, have the whole class formulate a
consensus decision.
4. Reiterate the problem or opportunity that necessitates a decision and
present it on the board, a flip chart, an overhead transparency, a poster
board, an Elmo projector, or a computer and projector.
5. List the different alternatives in the graphic organizer.
6. Ask students to enumerate various actions that can be taken. Record

them in the organizer. Students will recognize absolute options, such
as banning school uniforms or requiring them, but encourage them to
generate possibilities that might allow for a compromise, such as wearing
uniforms 4 days a week and having a free day on Fridays.
7. Consider how the different choices affect the participating students as
well as those outside of the decision-making group. (What will happen
to if this choice is made?) Here, students can talk about how
uniforms will not only affect them, but their parents and other students
as well. They might mention that their parents won't have to spend as
much money on school clothing if uniforms are mandated. They might
think about whether there's fighting or jealousy between classmates as a
result of the brand or style of clothing that some people have but others
can't afford.
8. Lead the group to choose the option that's best for all.
9. Encourage the group to commit to the decision.
You may already be familiar with some standard learning group arrangements.
If not, here are some possibilities you can try out in your classroom. Each group
activity promotes collaboration among students and fosters decision and consensus
building.
Think-Pair-Share
Think-Pair-Share (or T-P-S) is a straightforward, uncomplicated technique you can
use in any subject area. The teacher poses an open-ended or thought-provoking
question. The students think independently (without raising hands) of a response
and then pair with a classmate (nearby) to discuss responses. Finally, they share
their responses with the whole class. (See the resources section for a blank T-P-S
template and sample activity.)
Literature Circles
In literature circles, students collaborate with one another during discussion of a
common work of literature. These groups may be formed according to students'
interest in a particular text or according to their levels of readiness, which would
obviously impact the selection of the text.
They respond critically to the book through a conversation about characters, plot,
setting, author's style, and, sometimes, how the novel relates to real life issues
or experiences. Technology is easily incorporated into assignments correlated to
literature circles. Students might use the Internet to research information about the
author and the historical background of the plot or setting, or they might partici-
pate in an online collaborative project with other students who are across the globe.
(See the Resources section at the end of the chapter for sample links.)
Job or Role Cards

Job or role cards are extremely handy tools that benefit both the students and the
instructor. When students work together in flexible groups, they must often fulfill
a particular role. This is particularly true when students participate in WebQuests.
How do students learn to execute the duties of their new job, especially when
they're in the lower elementary grades?
As the teacher, you can either assign students a role or job or students can "draw"
a role from a stack of laminated role cards. You might create your own role cards
using Publisher, Word, or PowerPoint, or print them from an Internet site, such as
Read»Write«Think's Team Member Job Cards (www.readwritethink.org/lesson_
images/lesson218/jobcards.pdf).
Before students enact the role, model or explain each role so that students under-
stand it, then describe what the job or role should include. In either case, students
should have the opportunity to alternate roles so that they can carry out the
responsibilities associated with each one. (See the resources section for sample
sites.)
Once you believe your students are proficient in decision or consensus making and
comfortable with the ground rules, move on to other flexible grouping strategies
and combinations that are a little more complicated than the three listed above.
Flexible Grouping Strategies and Combinations

A fairly simple way to set up groups rather quickly is to select groups at random.
You could count off by number or use another arbitrary method, such as distrib-
uting cards or other manipulatives that invite students to search for partners or
group members. You might also decide to give students the liberty to choose their
group members based on friendships or other criteria.
Another alternative is to present a number of suitable options and let students

determine their own mode of expression, interest area, or activity to be completed.
I (Stephanie) often used this format with my Spanish students. When I teach a class
in Spanish drama, novel, or short stories, occasionally I allow student groups to
select among the following:
• a historical task (developing a timeline using Timeliner or another soft-

ware or Web site that displays key events and figures during the time the
piece was authored)
• a musical task (writing, performing, and recording a rap or some other
type of song to help students recall important points)
• a performing/dramatic task (presenting a skit that might offer another
conclusion to a play or presenting a significant dialogue or monologue
from a novel or short story)
• a social/cultural task (synthesizing information about the sociocultural

norms of the time in which the piece was written, and preparing a chart
or table in Excel or Word for others to grasp major concepts)
• a visually artistic task (designing a mural or a set of character portraits,
or building a scene from the text, perhaps using Paint)
• a writing task (creating poetry, a letter, or a diary or journal entry using
Word or Publisher and writing from the protagonist's or antagonist's
point of view)
Students appreciate the freedom to choose from a variety of options, and this
format supplies a lot of creative ways to assimilate the material. You could simplify
these tasks or adapt them for use in your own K-5 classroom with one of the core
titles your students read.
Now let's take a deeper look at grouping students specifically by the three
curricular elements: interest, learning profile, and readiness.
Grouping Students by Interest

In order to deliberately group students by their interests, we have two
major options:
1. sorting students by parallel interests
2. sorting students by unrelated interests
Flexible group tasks driven by interest can be formulated by content area

(for example, literature, fine arts, technology, sciences) or mode of expression
(artistic, written, oral, etc.).
When we put together a group of students with related interests, we give them
a chance to carry out one or more tasks driven by their common passion. Related
interest groups include specialty teams that investigate a topic, literature circles,
and similar structures. When we establish a group of students with contrasting
interests, our purpose might be to foster a multifaceted approach or multiple
points of view. Contrasting interest groups are useful for debating controversial
issues or national or world problems, or approaching a problem from different
points of view.
Grouping Students by Learning Profile

Arranging students by learning profile means that we consider our students'
culture-influenced preferences, their gender-based preferences, and their learning
styles. We also take into account our students' brain-based intelligences and use
resources such as Sternberg's triarchic intelligences and Gardner's multiple intel-
ligences. Once more, we have two basic choices:
1. grouping students who have comparable learning profiles

2. grouping students who have very disparate learning profiles
At times, we've found that students accomplish more when they're grouped with
those who share similar preferences. It can also be advantageous to assemble
groups of students with parallel learning profiles if they're working on similar
projects, such as portfolios, slide shows, or booklets, or are charged with devel-
oping one aspect of a project or component that will later be combined with others.
If we assign a task—a group presentation, for example—that requires several
elements, such as multimedia, preparation of a classroom activity, visual aids, or
written reports, we might decide to assemble groups of students with differing
learning profiles.
Grouping Students by Readiness

When we intentionally group students by readiness, our main alternatives are to
1. group students of the same level, or
2. group stronger students with weaker ones.
How do you decide when it's best to use one option over another? Advanced
students who work with struggling students often take on a leadership role in
the classroom. In addition, by explaining concepts to weaker students, stronger
students may internalize their own knowledge and strengthen it. Struggling
students benefit from one-on-one, personalized tutoring sessions from students
who can explain concepts in a different way or style than the teacher's. Students at
the same level who work together can help each other focus on the same topic or
skill at a level that's appropriate for both.
Sample Grouping Assignments that Link Content and Technology

I (Grace) have used flexible groups in language arts, art, social studies, reading,
math, and technology classrooms. Here are some ideas for connecting flexible
groups with content and technology:
Art or Foreign Language and Technology

Divide students into pairs or triads as previously described, and assign or let
students pick from a list of famous Hispanic personalities (artists, entertainers,
athletes, historical figures, etc.). Students can produce biographical information
about the legendary individual and a slide show gallery of the person's achieve-
ments, works, or contributions to history. Art teachers in our district use my slide
show lesson to teach PowerPoint skills to third-graders.
FIGURE 6.1 •
Sample slide
created by
authors in
PowerPoint
Variation: Divide students into pairs or triads as previously described, and ask
students to produce a slide show that's calendar based. For foreign languages,
it might be as simple as designing a slide for each month, using clip art and key
words associated with seasons, weather, and holidays. For art, students could select
a famous artist's birthday for each month of the year. For each month, they could
craft a slide with a picture, biographical information, and trivia about the artist
who celebrates a birthday in that month. See Figure 6.1 for a sample PowerPoint
slide in Spanish.
Geography and Technology

Take digital pictures of a few neighborhood landmarks. Distribute the photos to
students, who add the photos to their map in the correct locations.
Variation: Pair or triad the students as previously described. Each pair creates a
map of their school or neighborhood using Paint, Publisher, or Neighborhood Map
Machine.
Language Arts and Technology

Story Relay: Prenumber each pair of students. Each pair is given 10 minutes
to start a story and key it in. The first pair provides the title and places its pair
number after the title. At the end of 10 minutes, students shift to the next computer
and continue the story displayed on the screen. Each group adds its pair number
after the previous pair's. At the end of 10 minutes, students shift again. The last
group proofs the story, retitles it, ends it, and prints it. Depending on the age
group, four to five shifts may be enough. After the marathon, the teacher collects
the printed versions and duplicates them for distribution. In another session, each
pair reads all the stories (optional: makes corrections) and votes for the winning
story. The teacher polls the pairs and places votes on the board or overhead. The
teacher or a student reads the winning story aloud to the class. [Note: Adjust time
as needed.l
FIGURE 6.2 •
Screenshotof a
slide from
2Simple
Software's Reprinted with permission of
2Create A Story 2Simple Software, UK/2Simple USA Inc., USA.
Variation: Pair the students by interest, learning profile, readiness, or random pick.
Each pair composes an original story and keys it into Word or Publisher, illustrates
it using Paint or another graphic creator (or finds clip art), and prints and shares it
with peers. Word or Publisher can be used to set up a booklet format.
Primary Students: A simplified version of this round-robin activity could be
used with an appropriate software program such as 2Simple's 2Create A Story
(www.2simpleusa.com). This software is a creativity program with virtual crayons
and text windows. Its features include simple slide show capabilities, so an indi-
vidual child or a pair of children could create one slide and a line of text, then move
to the next computer in the same way described previously (Fig. 6.2).
Math or Science and Technology

Pair or triad students as previously described and allow them to play the role of
the teacher or peer tutor. Each group is responsible for writing a set of math "rules"
or science truths or concepts that correspond to the unit you're studying. Students
generate a slide show with an explanation of the rules or concepts and examples.
Variation: Each group produces a poster or slide show about a mathematician or
scientist who made a significant contribution to the field of math or science. Offer
a list of research topics, such as background, contribution, education, importance
to the field, timeline, and related themes. This topic also works well with explorers
and geographers.
Reading or Math and Technology

Pair students to create booklets or PowerPoint slide shows with vocabulary or math
problems or riddles.
Variation: Based on pre-assessment, each student uses software or online drills or
games to practice or improve skills in a content area.
Social Studies and Technology
Set up pairs as previously described. Assign a Revolutionary War landmark, histor-

ical figure, or artifact, or let each pair choose one from the proverbial hat. Students
craft a bookmark in Paint, with a picture of their artifact, person, or landmark on
one side and factual information about their topic on the other. You could do the
same project with other wars or historical units.
Variation: Set up pairs or triads as previously described. Assign one of the 13 colo-
nies or let each pair or triad choose a colony from the proverbial hat. Supply each
group with a list of common research topics and have them develop a newsletter or
slide show about their colony. You could do the same project with states or regions.
Profile: Flexible Grouping
Function
To challenge learners to take on new roles in work teams and to better prepare our
students for relationships and cooperative projects in the real world.
Advantages
m Aids in making sense of things through a small-group effort.
• Strengthens the classroom community through collaborative learning
activities that enhance team-building skills and self-esteem.
• Permits differentiation by readiness, learning profile, and interest.
• Develops listening, research, planning, questioning, and presentation
skills (depending on assignment).
• Reduces competitive element created by assignment of individual grades
found in traditional classrooms.
• May be used across curricular areas.
Possible Grouping Options

1. Random grouping by counting off by number or handing out matching
cards or manipulatives to search for partner(s).
2. Grouping by student choice according to social or classroom working
relationships students have formed.
3. Grouping by readiness into homogeneous groups (students at same level)
or heterogeneous groups (mix of below-level, above-level, and at-level
students).
4. Grouping by interest according to modes of expression (for example,

artistic, oral, written) or interest areas (literature, fine arts, technology,
sciences, etc.). Form homogeneous groups (learners share same interest
area or modes of expression) or heterogeneous groups (learners have
contrasting interests or modes of expression).
5. Grouping by learning profile into homogeneous groups (those with
similar learning profiles) or heterogeneous groups (those with diverse
learning profiles).
Baltimore County Public Schools offers some wonderful options for flexible
grouping:
m Debate teams (exploring perspectives)
m Detective squads (problem solving)
m Integrative teams (linking learning to real-life experiences)
m Investigative clusters (alternative solutions)
• Mentor-guided teams (older students or volunteers)
m Performance teams (using arts)
m Supportive teams (building each others' skills)
m Tech-supported researchers (Internet research)
m Tournament teams (competitive)
The Baltimore County Public Schools' site has a superb document on

differentiated instruction that can be viewed at www.bcps.org/offices/oit/
using techtodifferentiate/differentiatedinstruction.doc.
Differentiating by Process
Using Cubing and ThinkDots
Cubing and ThinkDots are related strategies that are extremely versatile and
engaging. They both involve the use of a manipulative to perform tasks that "work
out" their assignment. The ThinkDots strategy, developed by Kay Brimijoin,
associate professor of education at Sweet Briar College in Virginia, is a spin-off
of Cubing. While both fulfill the same function and share the same benefits and
components, their physical formats differ slightly.
The term Cubing actually originates from a paper cube that students roll to work
out their assignment. ThinkDots are six hole-punched cards joined together by a
ring, yarn, string, or the like. Each card has a picture of one or more dots that corre-
spond to the faces of a die (see Fig. 6.5). Instead of rolling a cube, students roll a die
and complete the activity on the back of the card that matches the dot combination
that appears on the face of the die.
Teachers often use a premade template for these strategies. Each face of the cube
or back side of a ThinkDots card displays a different task, many of which involve
a writing activity (see Fig. 6.6). These six key tasks encourage students to consider
core concepts from six different perspectives. Task descriptions often contain a
strong verb in the form of a command. WeVe compiled a list of possible sugges-
tions you might use to describe your tasks. If you find some of the verbs are too
complex for your K-5 students, just simplify them or choose some of the easier
verbs.
Describe It
Example: Examine your topic closely and use descriptive words to tell about it.
Name its shape, color, and size.
Compare It
Example: Is your topic similar to another? Is it different from another? Explain
or give an example.
Associate It
Example: Does your topic remind you of something? It could be a feeling,
a person, a place, or a thing.
Analyze It
Example: Identify the important parts of your topic.
Apply It
Example: What is the purpose of your topic? How can you use it?
Argue For or Against It

Example: Stand for or against your topic. Speak out in support of your topic
or protest against it.
In the differentiated classroom, you may design different colored paper cubes for
particular students or groups of students, as well as multiple variations of cards in
a set of ThinkDots. The tasks on the cubes and cards are differentiated for indi-
vidual students or groups based on interest, learning profile, or readiness.
To differentiate by interest or learning profile, create cubes or sets of cards, each
of which has two or three identical faces. The remaining three or four faces could
include tasks that correspond to dissimilar cognitive styles, interests, or multiple
intelligences. For example, visual learners might draw a diagram or prepare a
chart, while auditory learners might record a story or an interview. Students who
are strong in verbal-linguistic intelligence might recite a poem, pen some riddles,
or create a limerick. Learners who are passionate about history might complete
tasks related to different time periods: ancient, medieval, Renaissance, Colonial,
modern, and so forth.
To differentiate by readiness, you could prepare two or more different cubes or

sets of cards with activities at varying levels of complexity. For example, perhaps
you distribute orange cubes or cards to those who are at or below grade level in
reading and writing, and purple cubes or cards to those who are above grade level
in reading and writing. If you don't want to use colored paper, you could vary
the color of the yarn you use to hold the cards together, or make only the dots a
different color.
To physically prepare your students and your room for a ThinkDots or Cubing
activity, organize the class in small groups at tables or desks with students who
have cubes of the same color or identical card sets. You, the teacher, will first
present a topic of focus. Students take turns rolling their cubes or dice, completing
the tasks as they turn up. Tasks can be completed on a worksheet, on separate
paper, or at a computer. If a roll turns up a task that they'd rather not do, you might
give your students the option of "passing" on that task.
As students work on their tasks, you may decide to allow them to ask for help from
their classmates. When the activity is over, you might ask students to share their
ideas with the other members of their groups. Yet another alternative would be
to use Cubing or ThinkDots as a review tool, in which one cube or set of cards is
shared by a group of students. Each student has a turn to roll the cube or die and
must complete the task that appears.
At first, it might seem that Cubing and ThinkDots don't maximize technology
integration, perhaps because students manipulate a physical cube or card that is
template-generated. However, you can easily design tasks that require technology-
driven responses or products. Some examples are provided in the next section.
Sample Cubing and ThinkDots Tasks

that Link Content and Technology
Here are some ideas for connecting Cubing and ThinkDots with content and
technology:
Art: Show the students a painting or other piece of art that will accommodate a
discussion of some of the elements of art (the parts of a work that an artist plans;
for example, color, value, line, shape, form, texture, and space), some of the prin-
ciples of design (elements that help an artist plan his work and consider how the
public might respond to it; for example, balance, contrast, proportion, pattern,
rhythm, emphasis, unity, and variety), or a combination of the two.
Divide students into six groups and ask each group to talk about a particular
element or principle, or both, of the painting, and then write their viewpoints
using a word processing tool. Have each group make a short presentation of their
perspectives to the class, and then have the class as a whole discuss the different
perspectives.
Foreign Language: On the faces of each cube, type a different time of day or
include pictures of differing clocks with a decipherable time. In addition, include
a picture on the faces of each cube of 1) two people shaking hands, or of a hand-
shake, to represent a greeting, or 2) of two people waving goodbye to one another,
to represent a farewell.
Divide students into six groups and ask them to take at least one turn rolling
the cube. (It doesn't matter if the same face of the cube appears more than once,
because there are several phrases or words they may use to greet or take leave of
one another.) Students must determine whether they have to generate a salutation
or a goodbye based on the picture, and it must also be appropriate for the time of
day that appears on the cube. They take turns recording their verbalizations of the
farewells or greetings using RealPlayer or Sound Recorder (one of the accessories
on most computers). Once the recordings have been completed, the group listens
to them and decides whether each student's response matches the clues on the
upturned face of the cube. (It's a good idea to have students identify themselves
when recording.)
Geography: On the faces of each cube, write six landform terms. Divide the
students into six groups and ask students to take one turn rolling the cube within
their group. (Students roll again if their roll turns up a face revealing a term that
has already appeared.)
Mesa
FIGURE 6.3 •
Sample image of
a landform
created by author
in Paint
Students create a picture by hand, in Kid Fix or in Paint, to represent the landform
that turns up on the face of the cube, and they must key in or write in the name of a
concrete example of this landform (Fig. 6.3). After they've completed their pictures,
they return to their groups, show the pictures, share the names of their landforms,
and locate them on a map or globe. If you wish, you may paste their pictures to
physical cubes, which can be hung in the classroom.
Science: This activity may be used to explore or review what a plant needs in order
to grow.
On the faces of each cube, write six things a plant needs to grow. Divide the
students into six groups and ask students to take one turn rolling the cube within
their group. (Students roll again if their roll turns up a face revealing a topic that
has already appeared.)
Students create a picture in Kid Fix or Paint to represent the plant's need that
turns up on the face of the cube, and they may also key in a short textual explana-
tion. After they've completed their pictures, they return to their groups, show the
pictures, and explain why a plant must have that particular element to grow.
This activity may be modified and used with the life cycle of a plant or the parts of
a plant.
Social Studies and English Language Arts: To focus more closely on the core
democratic values of life and diversity, display a profound picture that shows
children from another society or culture. Organize the students into six groups and
ask each group to analyze the picture from one of the six points of view. Then ask
groups to write their perspectives into a word processing document. Combine the
six perspectives electronically or in printed form. Discuss the six perspectives with
the whole group and ask each mini-group to share its perspective.
Technology: Show students a technical object (or a picture of one), such as a digital
camera, MP3 player, electronic pointer, or scanner, and assign each student to one
of six groups to chat and write their perspectives. Students might describe the
function of the technical object or just report how and where they've seen someone
using the object. Each group keys its perspective into a template. Next, print the
combined templates for discussion and editing. To conclude, print and then paste
each group's perspective of the technology object onto a physical cube, which is
hung in the classroom.
Students usually respond quite positively to these strategies because they seem
more like games than classroom work. Teachers are thrilled to find themselves in
a neutral rather than oppositional position because the roll of the cube or the die
determines the students' tasks for them. Cubing and ThinkDots work especially
well across curricular areas and accommodate differentiation by each of the three
curricular elements.
Profile: Cubing with ThinkDots Variation
Function
To empower students to consider a concept from several different viewpoints by

means of a series of tasks, often writing based.
Advantages
m Enables differentiation by readiness, interest, or learning profile.

• Removes teacher from oppositional (bad guy) position because students'
tasks are determined by chance (roll of the cube).
• Provides opportunities for sharing with peers.
• Engages students in a physical activity that has game-like qualities
they enjoy.
• May be used across curricular areas.
Components
A. Identification of essential concept to be mastered.
B. Determination and description of key tasks students will perform.
C. Modification of tasks (designed in step 2 below) to enable differentia-
tion and assignment of students to appropriate versions of the Cubing
template.
D. Appropriate grouping of students by cube color in designated areas
(at tables or clusters of desks).
• Roll away!
Steps to Create a Cubing Activity

1. For component A:
• Choose an area of focus or review that's a part of your current unit of
study (or a recent one).
• Present a brief overview of the Cubing process so that students know
how it works.
2. For component B:
m Create six tasks that provoke students to consider the essential concept
from six unique perspectives.
K Start the written description of each task with a strong verb or
command.
K Key description of tasks into a Cubing template (Fig. 6.4) as you
prepare possible cubes for each group.
Cubing Template
Topic:
Describe it Compare it
Associate it Analyze it
Apply it Argue for or against it
FIGURE 6.4 •
Sample cubing
template
3. For component C:
m To differentiate by readiness, you could design two or more different
cubes with tasks at varying levels of difficulty. For example, assign
blue cubes to those who are above grade level in reading and writing
and green cubes to those who are at or below grade level.
« To differentiate by interest or learning profile, you could create two
or more different cubes, each of which has two or three identical
faces. The remaining three or four faces could present tasks that
correspond to differing interests, cognitive styles, or multiple intel-
ligences. For example, students who are curious about history might
have to develop a timeline using Time Liner software, examine a
primary document at the National Archives site (www.archives.gov/
historical-docs/), or write a journal or diary entry in Word as if they
were living in a past era.
• Auditory learners might have to listen to an audio clip of a famous

speech, interview, or song. A good resource is the Great Speeches
section of History.com's Web site (www.history.com/media.do?action=
listing&sortBy=l&sortOrder=A&topic-GREAT SPEECHES)
• Additionally, these learners would benefit from music CDs or a narra-
tive of a story or poem, such as Janet S. Wong's stories and poems
(www.janetwong.com/poems/index.cfm). Students who are strong in
visual-spatial intelligence might have to draw a chart in Excel, graph
or map in Graph Club or Map Maker's Tool Kit, or create a sketch using
Paint.
• Cubing is a wonderful instrument for review. Each group shares a
cube, and each student gets a turn to roll and answer the question that
appears.
4. For component D:
• Circulate and assist students as they take part in the Cubing lesson.
• If desired, provide for a time of sharing of results within individual
groups.
Variation: ThinkDots Option

ThinkDots and Cubing are virtually identical strategies in terms of functions,
advantages, components, and steps to follow. However, as mentioned previously,
the ThinkDots strategy uses six hole-punched cards that are joined together by
a ring, yarn, or string (or the like), and a die. Each card has a picture of one or
more dots that correspond to the faces of a die. ThinkDots activities can be used
in several ways and constructed according to readiness levels, learning styles, or
interests.
To use a ThinkDots activity, each student (or pairs of students) is given a set of
the ThinkDot cards and one die. Instead of rolling a cube, students roll a die and
complete the activity on the back of the card that matches the dot combination that
has appeared on the face of the die. Another variation is for students to complete
any three short tasks.
ThinkDots sets can be constructed using a word processor. Here's how you set up
your document.
1. Insert a table of two columns and three rows (portrait) or three columns
and two rows (landscape).
2. In each cell on the front of the card, insert one dot on the first card, two
dots on the second card, and so forth. You can use the black circles from
the symbols menu and change the size to 36 or 40, using a font such as
Comic Sans or Verdana.
3. Use the Enter and Space keys to move the dots to match the pattern of a
die. You can also use the text alignment option, which can be found on
the Tables and Borders toolbar, to align the dots within each cell.
4. For the back side of the cards, copy the table and paste it into page 2 of
your document.
5. Move the dots to the top of each cell so that you have room to write
the directions for each task in the table. Select the dots and change the
size to 28.
6. If you're familiar with using tables in a word processor, you can try
inserting a table in Publisher and using a circle autoshape for the dots.
Once you get the size you want, fill a dot with color and copy it to make
the correct number of dots in each cell.
7. You can color code ThinkDots if you use the circle autoshape in either
Word or Publisher. You can also purchase colored dots in an office supply
store and affix them to your cards before laminating. Color coding dots is
helpful for grouping students by readiness.
8. Print and assemble the two pages of your document with the printed
sides facing out. Laminate the cards and cut them into six sections.
9. Use a hole punch to make holes in the top left corner of each card. Place
the six cards on a metal or plastic ring to make a set.
10. Some teachers like to make an activity sheet that corresponds with the
ThinkDots cards. Activity sheets are useful for short tasks—reading,
vocabulary, spelling, or math.
Figure 6.5 shows the front side of ThinkDot cards, and Figure 6.6 shows a sample
ThinkDots activity for Grade 5 students who are studying American history. These
cards are based on learning profile (multiple intelligences). Because students may
not get their first choice on a roll of the die, you may allow them an extra roll so
that they can choose between the two. You can also just let them choose the roll
they would like to play.
FIGURE 6.5 •
Front side of
ThinkDots cards
FIGURE 6.6 11
Reverse side of
ThinkDots cards
You're an artist and publisher. Create a brochure about Teach your classmates a cumulative song from Colonial
three women in the Revolutionary War. Make your own times called "The Rattlin' Bog." Then play "Greensleeves,"
images in Paint and write original words about the one of the most popular tunes of the 16th, 17th, 18th, and
women you choose. Research and include information 19th centuries, on the recorder. It was played over and
about their childhood and heroism. over again, with many different sets of lyrics.
(visual-spatial and verbal-linguistic) (musical-rhythmic and verbal-linguistic)
You're a Colonist who's angered by the various acts You're Nathanael Greene, one of General Washington's
(Stamp Act, Sugar Act, Currency Act, Townshend Acts) top generals. You're concerned about weapons for your
created by the British Parliament to raise revenue and soldiers. Create a set of sketches of the types of weapons
assert its authority over the Colonies. You have the your men use, as well as weapons you hope to obtain.
opportunity to share your feelings over Colonial radio. Sign your sketches and present them to your superior or to
Protest one of these acts over the airwaves, and use a General Washington.
microphone for your broadcast. http://members.aol.com/JonMaltbie/Biography.html
(visual-spatial and intrapersonal)

(bodily-kinesthetic and verbal-linguistic)
You're General Washington's quartermaster. You're a spy who looks like an ordinary person so that you
The general needs a report on the number and categories can mingle with the enemy and learn information. Put
of supplies you had delivered to camp headquarters in on your costume and mingle with your class to find out
the last year. He also wants to know how the supplies clues about the enemy's plans. Report your findings in a
were moved and how much they cost. Use graphs in "speech" to the class.
PowerPoint or Excel to show you're organized and
spending money wisely. (interpersonal and bodily-kinesthetic)
(mathematical-logical and visual-spatial)
Differentiating by Process with Technology

If we allow it to do so, technology affords us many opportunities to assist in our
efforts to differentiate by process. First, let's focus on the tech options—Cubing and
ThinkDots—we may use with flexible groups because these two options are the
featured strategies of this chapter. Then, we'll brainstorm a few additional alterna-
tives we could use to differentiate by process with other strategies as well.
Cubing and ThinkDots Resources
You may easily convert the lesson resources on Cubing to a ThinkDots format,
which is still a relatively new spin-off of Cubing.
The Ball State University Teachers College instructional link on Cubing

(www.bsu.edu/gate/instruction/cubing.htm) contains a number of sample Cubing
templates with prompts for various subject areas and grade levels. Some are appro-
priate for K-5 students, but others will need to be adapted. For younger children,
see the link titled Bear Stories for Cubing tasks related to Corduroy, Winnie the
Pooh, and Smokey the Bear.
The Blank Cubing Template in Word (http://jeffcoWeb.jeffco.kl2.co.us/isu/

gifted/Cubing pattern.doc) offers a modifiable Word template to which you can
add your own Cubing prompts. We've also included our own blank Cubing
template (Fig. 6.4).
The Character Cube Web (www.babinlearn.com/pdf files/Cultivating Kids/

Character Cube.pdf) provides a printable version of an ELA cube in PDF format.
The cube's faces display prompts that students answer about literary characters.
The Cubing Anchor Activity (www.mcps.kl2.md.us/curriculum/enriched/

giftedprograms/docs/gradefive/unittwo/efivetwo.pdf) used in conjunction with
Everyday Math in the Montgomery County Public Schools furnishes a PDF docu-
ment with two possible Cubing activities that you may incorporate into your
classroom.
Cubing on the Great Lakes (www.learningtogive.org/lessons/unit54/lesson3.
html) contains a lesson titled Responsible Stewardship: The Saving of the Great
Lakes. This lesson is the third of three on My Water, Your Water, Our Water. While
its primary area of focus is science, it also includes social studies and ELA as addi-
tional subject areas. This lesson uses a Cubing activity in the Anticipatory Set and
shows the prompts a teacher has created. In addition, the link provides a handout
that you may give to students that includes a brief explanation of Cubing and the
tasks on which students will work.
Teaching All Our Students and Differentiated Instruction: What Is the Fit?
(www.fssd.org/curriculum_profdev/Prof_Dev/DI_Day4(6-8)Imbeau.ppt)isa
lengthy but very helpful PowerPoint presentation. DI Slides 143-154 focus on
Cubing, and slides 175-183 deal with ThinkDots. An overview of each strategy is
presented, and examples are suggested.
Walking Students through the Cubing Process (www.glencoe.com/sec/

teachingtoday/downloads/pdf/cubing2.pdf) also supplies a printable handout you
may give to students that includes a brief explanation of Cubing, as well as a blank
fill-in sheet to use with the Cubing activity. If you wish to avoid preparing your
own blank fill-in sheet in Publisher, Word, or another program, you may use the
sheet provided here.
Flexible Grouping Resources
Further resources for flexible grouping information and activities can be found in
the Resources section at the end of the chapter.
The Cooperative Learning Center at the University of Minnesota

(www.co-operation.org) provides an overview of cooperative learning, Q & A,
peacemaking, conflict resolution, assessment, and many other related topics.
Differentiated Grouping Plan (www5.esc!3.net/gt/docs/Lesson_Grouping_Planl.

pdf) offers a lesson-planning sheet for grouping. However, you may use Word or
another word processor to make your own.
Flexible Grouping (www.eduplace.com/science/profdev/articles/valentino.html)

discusses flexible groups and typical arrangements of student-led and teacher-led
groups.
Grouping Strategies (http://wblrd.sk.ca/-bestpractice/coop/process3.html,

http://wblrd.sk.ca/~bestpractice/coop/examples.html, http://wblrd.sk.ca/
-bestpractice/coop/process.html) features best practices for grouping, which offers
practical reminders about the effective use of cooperative groups.
How to Thrive—Not Just Survive—in a One-Computer Classroom

(www.educationworld.com/a_tech/tech/tech092.shtml) suggests helpful ideas
for the one-computer classroom.
Printable Cooperative Group Worksheets (www.teachnology.com/worksheets/

time_savers/grouping/) offers printable forms for organizing student groups of
three, four, or five via the use of random "tickets."
Rotation Chart (http://artsedge.kennedy-center.org/content/3801/3801_canUmea-

sureUp_rotate.pdf) may be used for flexible groups and rotating learning centers.
However, you could use Word or Publisher to make your own chart or table.
Strategies to Enable More Independent Work at the Computer (www.cdli.ca/

%7Ejscaplen/integration/english/independent.html) offers recommendations to
help students learn to work on their own at the computer.
Additional Tech-based Options

Because the purpose of the process (throughput) stage is to explore and come
to grips with core content, technology can offer new and more appealing varia-
tions on traditional, process-based activities. Today's students are visually and
electronically driven, so sometimes the simple integration of computer work into
an assignment makes our students respond more favorably. While it's possible
to design detailed, more complex, tech-based tasks, we've found that even some
simple activities involving technology excite students, too.
Some easy ways you can use technology to help you differentiate by process are:
Option 1: Create an image or document in Kid Fix, Paint, Kidspiration, Inspiration,
or another software application you choose. In the following table, we've keyed in
some suggestions for various subject areas. We've listed some possible documents
or images that your students might generate as well as the objective behind the
creation of that image or document. We think you'll find many of the documents
and images aren't overly labor intensive.
TABLE 6.1 • Suggestions for technology integration into subject areas
Art and Music Graphic creator Identification of schools of art or music, particular
Publisher artists or musicians, and their major works
Timeline Invention or revision of artwork or piece of music
Web or other graphic organizer Journal or diary

Likeness of artist or musician
ELA Bookmark Bookmark

Graphic creator Describe or compare or contrast characters
Publisher Identify storyline
Web or other graphic organizer Journal/Diary/Log
Represent likeness of character or visualization of
setting
Foreign Diagram Invitation, menu, ads, journal, or other short

Language Graphic creator writing assignment
Publisher Identification of target vocabulary
Spreadsheet Picture to assimilate target vocabulary

Survey results
continued
TABLE 6.1 • Suggestions for technology integration into subject areas (continued)
Subject Area Possible Image or Document Purpose
Math Chart Data or statistics

Diagram Procedures
Graph
Spreadsheet
Physical Chart Cause-effect relationships

Education/ Database Data or statistics
Health
Graph Journal/Diary/Log
Graphic creator Survey results
Graphic organizer
Spreadsheet
Science Bookmark Cause-effect relationships

Chart Cycles
Database Data or statistics
Diagram Illustrations
Door hanger Interrelationships between concepts
Graph Lab work
Graphic creator
Publisher
Spreadsheet
Web or other graphic organizer
Social Bookmark Bookmark

Studies firanhir rrpatnr Comparison or contrast of places or people
Publisher Geographical or cultural data
Spreadsheet Likeness of an important figure
Timeline
Venn Diagram or other graphic
organizer
You might be wondering why our suggestions seem to advocate product rather
than process because process-based differentiation is the focus of our present
chapter. Please keep in mind, however, that there's some overlap between the
differentiations of the three student traits.
FIGURE 6.7 •
Sample science
cycle depicting
the phases of the
moon in
Kidspiration
Diagram created in Kidspiration by Inspiration Software. Reprinted with permission.
FIGURE 6.8 •
Science sample of
the distances of
the planets from
the sun, created
using TimeLiner
Reprinted with permission of Tom Snyder Productions.
The production of a simple artifact, such as an image or document, can play a

significant role in the process phase. The creation of such images or documents
may offer students alternative methods to digest or grasp the material they've been
learning. Kinesthetic learners in particular respond well to these hands-on ways to
experiment with content.
Also note that the ideas listed in the chart don't serve the same purpose as that of
a final product, nor are they long-term projects. As we've repeated many times,
the beauty of differentiation is that you can customize the strategies to fit your
students' unique needs and interests!
Option 2: Students can key in answers to a Word document; a teacher-created form

or survey; an online game, simulation, or activity (such as a Web-based treasure
hunt or skills-based game); or a software-based task or drill. Figure 6.9 shows a
screenshot of a sample game on decimals from the Fun Brain site.
Now that you've investigated some practical process-based strategies in depth, you
may be ready to review a sample lesson plan that includes technology along with
the Cubing strategy. For our sample lesson plan, we've selected a common second-
grade science theme (insects), and we've also incorporated ELA as a secondary
curricular area. (You might also choose to add math and measurement as a tertiary
subject area.) In this lesson, you may elect to differentiate either by readiness or
learning profile.
FIGURE 6.9 •
Example of Fun
Brain's Power
Football math
game
© Pearson Education, Inc. Reprinted with permission.
Lesson Plan
"^S^^^^fHH^ ?fl^P^B|5IlpF*Sff?W^!r:.0:
Grade 2
Subject Area Science and Language Arts (Math/Measurement could be a third option)
Curriculum National Science Standard addressed:

Standards Compare and contrast familiar organisms on the basis of observable characteristics.
NS.K-4.3 Life Science: As a result of activities in grades K-4, all students should develop understanding of:
• The characteristics of organisms
• Life cycles of organisms
• Organisms and environments
NCTE and IRA Standard addressed:
Write an informational piece including a magazine feature article using an organizational pattern such as description,
enumeration, sequence or compare/contrast that may include graphs, diagrams or charts to enhance the understanding of
central and key ideas.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.
National Educational Technology Standards for Students (NETS*S) addressed: (see appendix for full list)
1. Creativity and Innovation: 1.a., l.b.
Lesson Prior to Lesson: Students observe mealworms and waxworms (or two other insects of your choice) as they progress through their
Summary life cycle. They describe and record changes over several weeks.
Lesson: Students compare and contrast waxworm moths to mealworm beetles (or two other insects) through the use of Cubing.
Students write an informational article about mealworm or waxworm behavior.
Materials Cubes based on readiness or student profile (see Fig. 6.10)
Web Resources Amazing Insects www.ivyhall.district96.k12.il.us/4th/kkhp/1insects/bugmenu.html

Insect Images www.insects.org/entophiles/index.html http://classroomclipart.com/cgi-bin/kids/
imageFolio.cgi?direct=Animals/lnsects/
Insect Printouts www.enchantedlearning.com/subjects/insects/printouts.shtml
Let's Talk About Insects www.urbanext.uiuc.edu/insects/01.html
Virtual Insects www.ento.vt.edu/~sharov/3d/virtual.html
continued
CHAPTERS Using Technology to Differentiate by Process
Cubing and Technology: Insects (continued):

Lesson 1. Students organize their notes on mealworms and waxworms or use completed KWL charts.
Activities 2. Students work in pre-assigned pairs or triads based on readiness or student profile.
3. Struggling learners use red cubes, at grade level learners use yellow cubes, and above grade level learners use green cubes,
or cubes are based on learning profile such as multiple intelligences.
Technology • Create original illustrations in Paint or Kid Fix.

Activity Options • Write a feature article in Stationery Studio or similar tool.
• Make a door hanger from a Publisher template (see Fig. 6.11). (Can include the original art from Paint and words from
the feature article.)
• Create graphs in Graph Club or a similar program.
• Create a Venn diagram in Kidspiration 2 (see Fig. 6.12): www.teach-nology.com/Web_tools/graphic_org/venn_diagrams/.
• Create a Venn diagram in Word to compare/contrast two insects: www.rrcc.edu/teachered/sharon/turtle1_venndir.html.
Differentiation/ • More capable students can create a longer or more detailed artifact or product.
Extension • Less capable students may create a shorter or less detailed artifact, and may need scaffolding.
Evaluation • Use rubrics to evaluate students on research, writing, and technology components.
• Use a journal or other product for student self-reflection.
The process stage of differentiation is an exciting one because it's student driven.
It affords us the opportunity to try out strategies that captivate students, such as
Cubing and ThinkDots.
Flexible grouping, one of the hallmark strategies of differentiated instruction, plays

a key role in the process phase, and it allows for countless variations on assign-
ments and organization of multiple types of student groups. If teachers are flexible
and willing, these differentiation strategies will easily accommodate tech-based
tasks and will offer students the chance to take ownership of the material.
Do you recall the bridge analogy that we used in the introduction to this chapter?
The process stage is perhaps the most critical of all, because it's here where we
potentially lose students as they "fall off of the bridge/' Those students who don't
have ample time or opportunity to experiment with and test the content we've
communicated to them may arrive late (or not at all) to their destination, the output
side of the bridge. Watch for those students who seem to stumble as they begin
the trek across the bridge, and support their journey with some of these absorbing
strategies!
FIGURE 6.10
Sample cube
Draw and label diagrams of

two insects we learned about.
Complete a Venn diagram

to compare and contrast
waxworm moths and
mealworm beetles. How are
they alike and how are they
different?
Teach your classmates some

dances or songs that have
insects'names in their titles
or lyrics, or write your own
rap to help us remember the
characteristics of two insects.
Create dioramas of the Use Kidspiration or Kid Pix Write a story or poetry about
habitats of two insects. Label to create a life cycle of two two insects and illustrate it.
the parts of the habitats. insects.
Mealworm beetles
Waxworm moths
FIGURE 6.11 •
Sample doorknob FIGURE 6.12
hanger created by Sample Venn
authors diagram

Cubing The Ball State University Teachers College www.bsu.edu/gate/instruction/cubing.htm
instructional link on Cubing
Blank Cubing Template in Word http://jeffcoWeb.jeffco.k12.co.us/isu/gifted/Cubingpattern.doc

Character Cube www.babinlearn.com/pdffiles/CultivatingKids/
CharacterCube.pdf
The Cubing Anchor Activity link used in www.mcps.k12.md.us/curriculum/enriched/giftedprograms/docs/
conjunction with Everyday Math in the gradefive/unittwo/efivetwo.pdf
Montgomery County Public Schools
Cubing on the Great Lakes www.learningtogive.org/lessons/unit54/lesson3.html
Teaching All Our Students and www.fssd.org/curriculum_profdev/Prof_Dev/DI_Day4(6-8)lmbeau.ppt
Differentiated Instruction: What Is the Fit?
(Marcia B. Imbeau, PhD, is the author of the
PowerPoint document, but she incorporates
another PowerPoint document titled
"ThinkDots: An Instructional Strategy for
Differentiation by Readiness, Interest or
Learning Style," by Kay Brimijoin. See slides
143-154 and 175-183.)
Walking Students through the Cubing www.glencoe.com/sec/teachingtoday/downloads/pdf/cubing2.pdf
Process
Decision Ground Rules Lesson www.readwritethink.org/lessons/Iesson_view.asp?id=218

Making/ Making Decisions: Grades 4-6 www.acde.org/educate/46plan2.htm
Consensus
Building
continued

Flexible The Cooperative Learning Center at the www.co-operation.org
Grouping/ University of Minnesota
Collaborative
Differentiated Grouping Plan www5.esc13.net/gt/docs/Lesson_Grouping_Plan1.pdf
Learning
ePals Global Network and Gaggle Net www.epals.com
(free and subscription-based "safe" http://gaggle.net
e-mail accounts for students to use
for collaborative projects)
Flexible Grouping www.eduplace.com/science/profdev/articles/valentino.html
The Global Schoolhouse and www.globalschoolnet.org/GSH/pr/index.cfm
Houghton Mifflin's Project Place www.eduplace.com/projects/
(online collaborative projects)
Grouping Strategies http://wblrd.sk.ca/~bestpractice/coop/process3.html
http://wblrd.sk.ca/~bestpractice/coop/examples.html
http://wblrd.sk.ca/~bestpractice/coop/process.html
How to Thrive—Not Just Survive— www.educationworld.com/ajech/tech/tech092.shtml
in a One-Computer Classroom
Inspirer software www.tomsnyder.com/products/product.asp7SKlHNSINS

(software that features computer-generated
scavenger hunt assignments that call for work
in collaborative teams)
Manteno Community Unit's Literature www.manteno.k12.il.us/curriculumdiff/literature circles.htm
Circles Page
Monster Exchange www.monsterexchange.org
(online collaborative project that pairs
classrooms together and requires group work
in each classroom)
Printable Cooperative Group Worksheets www.teachnology.com/worksheets/time_savers/grouping/
Rotation Chart http://artsedge.kennedy-center.org/content/3801/3801_
canUmeasureUp_rotate.pdf
Strategies to Enable More Independent www.cdli.ca/%7Ejscaplen/integration/english/independent.html
Work at the Computer
Team Job Rubric/Assessment www.readwritethink.org/lessonjmages/lesson218/rubric.pdf
Team Member Job Cards www.readwritethink.org/lessonjmages/lesson218/jobcards.pdf
Think-Pair-Share Printable Template www.educationoasis.com/curriculum/GO_pdf/think_pair_share.pdf
Software 2Simple's 2Create a Story www.2simpleusa.com
CHAPTER 7
Using Technology to
Differentiate by Product
You've probably heard about the USDA food

pyramid and guidelines for healthy eating.
Each category in the pyramid contains
examples of foods that are good for you,
along with specific amounts you should
consume each day.
Dairy products (or the milk group), one of
the categories in the food pyramid, consist
of milk, cheese, and yogurt products. To
consume your daily quota of milk prod-
ucts, you can choose from skim milk, low
fat milk, flavored milk, cheddar cheese,
cottage cheese, and any flavor of yogurt. The
fruit group is another category in the food
pyramid. To consume your daily quota of
fruit products, you can choose from a wide
variety of fruit, such as berries, bananas,
melons, and apples.
You might begin to think about product differentiation as the "milk group" or the
"fruit group" in your classroom. Similar to choosing various products within a
food category to build a healthy body, students can be given product options to
build healthier learning. In other words, students can choose how to express what
they've learned in ways that appeal to their "taste buds" via interests, learning
profiles, or readiness.
CHAPTER? Using Technology to Differentiate by Product
These options can work in several ways:
1. choices for forms of expression (written report versus diorama)

2. choices for individual versus small-group work
3. choices for self-created assignments versus teacher assignments
Why would you want to offer differentiated product choices to your students?
Quite simply, today's classroom, with its diversity of students, just about requires
you to do so. If you want your students to truly take ownership of their learning
and their work, they'll respond more enthusiastically when given choices and
particularly when given product activities that they've had a part in designing.
Creating powerful product assignments is a seven-step process for the teacher.

Your goal is to provoke students to think about what they've learned over a period
of time and apply and extend their new knowledge and skills in the creation of a
self-selected product. Here are the seven steps, along with suggestions for building
your product assignments:
1. Identify the essentials of the unit that will determine what students
learn, make sense of, and apply. These fundamental understandings
include which facts students need to know, which concepts must be
comprehended, and which skills must be mastered. Product assignments
can be created based on these key facts, concepts, and skills.
2. Identify some possible formats or ways of expressing the product.
Can the products be based on the multiple intelligences of the learners?
Can students create options? Can students choose from a set of options?
3. Identify your expectations for quality. These expectations revolve
around quality of content, process, and product. Your expectations can be
expressed in the rubrics you create and what you spell out for students to
do.
4. Identify the scaffolding needed for students' success. Strategies might
include rubrics, peer editing, timelines, and learning contracts.
5. Identify modified versions of the assignment by readiness, interest, or
learning profile. These modified versions of product assignments allow
for and honor various learning styles, interests, and abilities.
6. Identify the product assignments to students, providing explanations,
guidelines, and expectations. This is the time to show sample products
other students have made and distribute guideline sheets, rubrics, and
other help sheets.
7. Identify coaching, consulting, and public relations strategies to use
with students. We want our students to succeed with their products as
they become engaged and excited about learning.
Differentiating Products by Readiness,

Interest, and Learning Profile
In the following examples, we use the States of the U.S. theme that's commonly
included within Grades 3-5 units about U.S. regions. We'll show you how to set
up a culminating product that's differentiated by readiness, interest, and learning
profile. To help you, we provide a simple lesson plan for each strategy.
Prior to the culminating product, students will have
identified states within regions of the United States;
described major landforms, bodies of water, and climate of each region;
located information about, and identified, major cities and landmarks of
each region;
identified the natural resources of each region;
distinguished between goods and services of each region;
identified major figures past and present of each region;
distinguished between human resources and natural resources.
Prior to the culminating product, students will have selected, or been assigned to,
a state they would like to research.
Lesson Plan
States of the U.S. Report Based on Readiness and Using Technology
Grade 3
Teacher Assumptions and Observations
Struggling learners generally iiliK^;3::^-;:-/v .'J-v::-;;:;- Advanced learners generally
Know... Kno... know.,.
Readiness Social Studies Social Studies Social Studies

Characteristics States are divided into geographic Geographic region to which each Name, location, and capitals of all
regions state belongs 50 states
Names and locations of two to three Names and locations of top 10 Location and reason for settlement of
major rivers populated cities four to five major U.S. cities
Names and locations of two Names and locations and reason for Nearly all natural resources of all
mountain ranges settlement of early cities regions
Some natural resources of some Most natural resources of most Nearly all characteristics of the
regions regions climate of all regions
Some characteristics of the climate of Most characteristics of the climate of
some regions most regions
Language Arts/ Technology Language Arts/ Technology Language Arts/ Technology

May need help with spelling checker May know how to use thesaurus and Knows how to use thesaurus and
May need help with formatting text spelling checker spelling checker
May need help with inserting images May know how to format text Knows how to format text
May need help with reformatting May know how to insert images Knows how to insert images
design if it's accidentally removed
Steps for 1. Grade Level Content Expectations:

Planning a Geography Notional Standards addressed:
States of the
Standard 4: The Physical and Human Characteristics of Places
U.S. Unit or
Lesson Tiered Standard 5: That People Create Regions to Interpret Earth's Complexity
by Readiness Standard 6: How Culture and Experience Influence People's Perceptions of Places and Regions
and National Educational Technology Standards for Students (NETS*S) addressed: (see appendix for full list)
Technology
3. Research and Information Fluency: 3.a., 3.b., 3.C., 3.d.
4. Critical Thinking, Problem Solving, and Decision Making: 4.a., 4.b., 4.c.
2. Outcomes: Decide what students should be able to do, know, or understand.

Students should be able to research a state of choice and produce a report about it according to teacher-created criteria.
continued
Statesof the&$< ReportBased onReadiness and Using Technology cont nued)

Steps far 3. Pre-Assess your students on content and technology readiness. You may use a checklist, quiz, or teacher observation.
Planning a What else do you know about your students based on observation and performance?
States of the
U.S. Unit or
Struggling learners Grade level learners Advanced learners
Lesson Tiered
by Readiness Examples Know absolute location, Know absolute and Can apply all five
and from work on place relative location, place, geography themes and
Technology regions region, and human emphasize movement
(continued) and environmental themes
interaction
4. Select or create activities. Use a common experience for the entire class that requires high-level thinking to understand
a big idea.
Kickoff Activity: Ask students to make a list of what they know about their home state.
Create a two-column table with multiple rows. In the left column, write the category. In the right column, have students
record facts they already know about the state. After you read the categories and give students time to respond in
writing, check answers as a class and discuss the answers. [Note: Some facts will be impossible to know without
research.] Here's an example of the table:
What do 1 REALLY know about my home state: MICHIGAN
Subject What I know
1. State stone
2. State bird
3. State flower
4. State reptile
5. State nickname
6. Year Michigan became a state
Following quiz-checking, display a map of the United States and ask students to write on a slip of paper the state they
would most like to investigate and why. Perhaps they remember a state from the regional studies that interested them,
or perhaps they've traveled to, or would like to travel to, a particular state.
Once their state of choice is selected, explain that students will learn facts about their selected state and that they'll be
doing research to provide information to classmates. At this point, students could do a KWL (What I Know-What I Want
to Know-What I Learned) chart to use with their state. Set up a system in which below-level learners will be assigned to
or select option A, grade level learners will select option B, and advanced learners will select option C.
continued

Steps for 5. Think about the range of possible activities students could do to explore and understand their state of choice. What types
Planning a of activities will challenge learners, yet be successful?
States of the
U.S. Unit or A. Struggling learners B. Grade level learners C. Advanced learners
Lesson Tiered
by Readiness Suggested Product Product Product
and Products and Teacher-created Teacher-designed Student-designed state
Technology Strategies for brochure template in template for a state report in the form of a
(mtimd) State Report Publisher or similar report in the form of a PowerPoint slide show
software application PowerPoint slide show (alternate: Flip Book
in which each panel of 8-10 pages; see
is designed and resources section)
categorized for the
content to be included.
(see sample at www.
everythingdi.net)
Strategies Strategies Strategies

Specific scaffolding in Scaffolding as needed Minimal scaffolding,
the form of written or especially if student
Students may be paired
direct instruction with pairs create the slide
to work on the same
respect to technology, show
state but do their own
panel content, and
slide shows Provide some open-
organization
ended content
Provide one to two open-
Students may be paired categories to offer
ended slides to offer
to work on the same students the opportunity
students the opportunity
state but do their own to choose additional
to choose additional
separate brochures topics
topics if desired or as
Provide a rubric time allows Provide a rubric
Provide a rubric
6. Assessment. Determine how you'll assess students' performance. The rubric you provide can help assess both the final
product and the working conditions. However, additional assessment tools might include self-reflection, a paper and pencil
assessment, or another tool of your choice.
CHAPTER 7 Using Technology to Differentiate by Product
Lesson Plan
Grade 3
Teacher Assumptions And Observations
Struggling learners Grade level learners Advanced learners
Interest Social Studies Social Studies Social Studies

A state of choice A state of choice A state of choice
Stepsfor 1. Grade Level Content Expectations:

Planning Geography National Standards addressed:
a States of
the U.S. Unit
or Lesson Standard 5: That People Create Regions to Interpret Earth's Complexity
Tiered by Standard 6: How Culture and Experience Influence People's Perceptions of Places and Regions
Interest and National Educational Technology Standards for Students (NETS*S) addressed: (see appendix for full list)
Technology
3. Research and Information Fluency: 3.a., 3.b., 3.c, 3.d.

Students should be able to research a state of choice and produce a report about the state according to
teacher-created criteria.
3. Pre-Assess your students on content and technology readiness or use teacher observation.
What else do you know about your students based on observation and performance?
4. Select or create activities. Use a common experience for the entire class that requires high-level thinking to understand
a big idea.
Read aloud the book Celebrate the 50 States, by Loreen Leedy (1999) (or choose a similar book). This book features tasty
morsels, colorful images, and a question about each state that will intrigue students. You might ask students to number
their papers from 1 to 50 and write answers to each state question as you go along, then check them afterward. [Sample
questions: How much did Alaska cost? What ferocious dinosaurs used to live in Colorado? What is the nickname for
Michigan's Lower Peninsula?]
Following reading and quiz-checking, ask students to write on a slip of paper the state they would most like to
investigate and why. Or pair students and ask them to choose a state for investigation and their reasons for choosing
the state.
continued
Statesof the&$< ReportBased onReadiness and Using Technology cont nued)

Stepsfor 5. Think About the range of Possible activities Students could do to explore and understand their state of choice. What types
Planning Of Activities will Chanfges Learners yet be Sucessful? Use a R>A>F>T to guide students (See Chapters 2 for details On Using a
a States of R.A.F.T)
the U.S. Unit
or Lesson Role Audience Format (choose 2) Topic
Tiered by
interest and Explorer or Relatives and people back Early physical map of the Describe the state in its
Technology Settler home terrain early days and tell people
(continued) Diary or letter (Word) back home what it's like
Sketches (Paint)
Tour Director Modern-day students Modern map with tourist Get people to come to the
(see Tour attractions state to enjoy it
Director Brochure (Publisher)
Examples that
Facts Sheet (Word or
follow)
Publisher)
Author/ Newspaper reporters, Timeline to the present Leave information in a

Historian librarians, and citizens (TimeLiner) time capsule that will be
Famous people snippets opened in 2100
(Word or Publisher)
Historic events snippets
(Word or Publisher)
FIGURE 7.1 •
Example created Image created by Russell T. Smith.
in 2Create A Story Reprinted with permission of
software 2Simple Sofware, UK/2Simple USA Inc., USA.
Tour Director Examples

Tour Director Students who choose the role of tour director will
Example 1 1. conduct research regarding their state's major tourist attractions, as well as such facts as size,
population, capital city, major cities, industries, and other information you define;
2. conduct their research from a variety of technology and print resources, such as online
encyclopedias, state government and tourism pages, and a variety of student-friendly sites;
3. record their information according to teacher-defined note-taking methods;
4. use their information to create a modern map, brochure, or fact sheet.
Tour Director Students who choose the role of tour director will
Example 2 1. conduct research regarding their state's major tourist attractions, as well as such facts as size,
population, capital city, major cities, industries, and other information you define;
2. conduct their research from a variety of technology and print resources such as online
encyclopedias, state government and tourism pages, and a variety of student-friendly sites;
3. record their information according to teacher-defined note-taking methods;
4. use their information to create a story in which non-USA visitors take a trip to their state
(see Fig. 7.1).
Research SOStates www.50states.comm

sites ABC Teach www.abcteach.com/States/StateTOC.htm
ClassBrain www.classbrain.com/artstate/publish//
Enchanted Learning www.enchantedlearning.com/usa/states/
Explore the States http://americaslibrary.gov/cgi-bin/page.cgi/es/ /
The Fifty States www.infoplease.com/states.htmlml
United States Fast Facts www.kidskonnect.com/States/StatesHome.htmll
TheUSSO www.theus50.com
Information- State Facts Report Form www.abcteach.com/free/s/statereport_upper_standard.pdf.pdf

Taking Forms
Brochure Brochure Maker www.mybrochuremaker.comm

Construction Follow the directions to create a
Tools brochure online and print it.
Word directions www.msad54.org/sahs/Techlnteg/RefSheetsWeb/
trifold.htm
Appleworks directions http://hms.yarmouth.k12.me.us/Pages/YSD_
HMSTechnology/Three-Fold Brochure.pdf
Publisher directions www.microsoft.com/education/persuasionbrochure.mspx
Brochure Template www.everythingdi.net
Story 2Create A Story software from 2Simple Software

Construction
Tools
Lesson Plan
States of the U.S. Report Based on Learning Prof He and Using Technology
Grade 3
Teacher Assumptions and Observations
Strugling learners Grade level learners Advanced learners
Learning A variety of multiple intelligences A variety of multiple intelligences A variety of multiple intelligences can
Profile can be honored in this assignment can be honored in this assignment be honored in this assignment
(based on
previously
determined
multiple
intelligences))
Steps for 1. Grade Level Content Expectations:

Planning a Geography National Standards addressed:
States of the
U.S. Unit or
Lesson Standard 5: That People Create Regions to Interpret Earth's Complexity
Tiered by Standard 6: How Culture and Experience Influence People's Perceptions of Places and Regions
Learning National Educational Technology Standards for Students (NETS*S) addressed: (see appendix for full list)
Profile and
Technology
Students should be able to research a state of choice and produce a report about the state according to teacher-created
criteria.
3. Pre-Assess your students on content and technology readiness or use teacher observation.
What else do you know about your students based on observation and performance?
4. Select or create activities. Use a common experience for the entire class that requires high-level thinking to understand a
big idea.
Read aloud to students a section of the book The Kids'Book of the 50 Great States, by Scholastic Professional Books (1998)
(or choose a similar book). Choose your home state. This book features information written by kids, so you might ask
students to brainstorm what they would create about their selected state in terms of facts, maps, puzzles, pictures,
poetry, and quizzes.
Following reading and quiz-checking, ask students to write on a slip of paper the state they would most like to
investigate and why. Or pair students and ask them to choose a state for investigation and their reasons for choosing the
state.
continued
States of the U.S. Report Based on Learning Prof He and Using Tec (continud)
Steps for 5. Think about the range of possible activities students could do to explore and understand their state of choice. What
Planning a types of activities will challenge learners yet be successful? Use a Tic-Tac-Toe Board based on the multiple intelligences and
States of the technology. Ask students to complete three activities about their state to make a Tic-Tac-Toe.
U.S. Unit or
Lesson Write a rap or song about your Create a set of graphs using Have your state speak for itself.
Tiered by state and perform it. statistics about your state and Pen a monologue in which your
Learning label the parts. state reflects on its beginnings
(Musical Intelligence + Music
Profile and and acceptance into the Union.
Ace soft ware) (Mathematic Intelligence +
Technology Tape your presentation.
Graph Club or Excel)
(continued)
(Intrapersonal Intelligence +
recorder)
Write a newspaper or brochure Create a dance about your state, Create trading cards about plants
about your state and distribute it. list the steps, and perform it. and animals that are native to
(Linguistic Intelligence + (Bodily Intelligence + Word) your state (see Fig. 7.2).
Publisher) (Naturalist Intelligence +
Publisher)
Draw a mural about your state Interview students about your Why did early settlers come to
and present it. state and present results in a your state? Make an advertising
(Spatial Intelligence + Paint) press conference. flier that could have been used to
(Interpersonal Intelligence + attract settlers.
Word) (Existentialist Intelligence +
Publisher)
State Trading Card

Helpful Sites www.50states.com
www.pics4learning.com
www.enchantedlearning.com/usa/states/
www.everythingdi.net
The peony became Indiana's

state flower in 1957. The peony
blooms in May and June.
Peonies can have white, red, or
pink flowers.
FIGURE 7.2
Trading card
The zinnia was Indiana's state
example
flower from 1931-1957.
created by
authors
As you can see, students can demonstrate understanding of concepts in many

ways through a wide range of product choices. Unlike short-term process activities,
products typically are longer term and help students apply and even increase what
they've learned during the unit being studied. In the resources section that follows,
you can take advantage of ready-made templates and Web sites that connect
students to information about their state.

Books for the The Kids'Book of the 50 Great States, by Scholastic Professional Books (1998)
Classroom Celebrate the 50 States, by Loreen Leedy (1999)
Brochure My Brochure Maker www.mybrochuremaker.comm

Templates Read-Write-Think Printing Press http://interactives.mped.org/view_interactive.aspx?id=110&title
Create a Brochure in Publisher www.microsoft.com/education/PersuasionBrochure.mspxpx
(teacher tutorial)
Student Sample www.edina.k12.mn.us/support/technology/tech05/florida.pubpub
(open document in Publisher)
Flip Book Read-Write-Think flipbook creator www.readwritethink.org/materials/flipbook/ok/
PowerPoint Our 50 States presentation www.paducah.k12.ky.us/curriculum/PPoint/Templates/Statereport.pptpt

Templates Our 50 States presentation www.cbisd.com/powerpoints/0ur 50 States template.ppt
for State
States and Capitals Interactive Game http://it.coe.uga.edu/~lrieber/pptgames/states.ppt
Reports
Research State Research worksheet www.teachersnetwork.org/readysettech/forsberg/researchwksht.pdfdf

Form
Sample Rubistar: Interactive Online Rubrics for http://rubistar.4teachers.org/index.php?ts=1147145447

Rubrics presentations, project-based learning
State in A Box State in a Box: State Reports with www.raft.net/ideas/State in a Box.pdf

Ideas Chosen, Representative Objects
State Fact ABC Teach Directory for United States www.abcteach.com/directory/theme_units/social_studies/state_reports/

Report Forms, US States: Facts, Maps, and State Symbols www.enchantedlearning.com/usa/states/
Printouts,
USA Label Map Printouts www.enchantedlearning.com/label/usa.shtml
and Maps
Student States and Capitals www.50states.com

Research America's Library: Interactive Information www.americaslibrary.gov/cgi-bin/page.cgi/es/es/
Sites
Ben's Guide to U.S. Government for Kids http://bensguide.gpo.gov/3-5/state/e/
Fact Monster: The Fifty States www.factmonster.com/states.html
Kids Konnect: State information www.kidskonnect.eom/content/category/4/33/27/
Color Landform Atlas of the United States http://fermi.jhuapl.edu/states/states.htmlml
Class Brain: State information www.classbrain.com/artstate/publish//
NetState: Learn About the 50 States www.netstate.com/states//
Around the World—U.S. States http://kids.yahoo.eom/directory/Around-the-World/U.S.-States
continued

Student US State Capitals www.quia.com/custom/4main.html
Learning 50 States Toolbox www.50states.com/tools/
Games
All About the United States www.sheppardsoftware.com/web_games.htm
Puzzled States! www.scholastic.com/play/prestates.htmm
Teacher Tools Spectacular State Studies http://teacher.scholastic.com/products/instructor/oct03_state_studies.htm

Taking in the States (field trip) http://teacher.scholastic.com/fieldtrp/socstu/states.htm
Make State Maps with MapMachine www.nationalgeographic.com/xpeditions/lessons/03/g35/exploremaps.htmll
CHAPTER 8
Using Technology m Encore Subjects:

Art, Foreign Languages, Music, and PE
Most teachers know very well that some

of the greatest challenges facing education
today are the budget cuts and lack of suffi-
cient revenue (from property taxes, sales
taxes, and so forth) that help us support
schools. This drop in financial resources
has caused a dramatic reduction of staff
teaching encore subjects, such as art, foreign
languages, music, and physical education.
More frequently, "regular" K-5 classroom
instructors must take on the additional
responsibility of teaching some of these
encore subjects within their classrooms.
We've also found that teachers of encore subjects aren't always given the recogni-
tion or legitimacy they merit as full-time instructors. They may not have their own
classrooms, and professional development and training often focus on core curric-
ular areas rather than "extra," "nonessential" subjects. An additional difficulty is
the fact that encore teachers meet with the same students only one to two times
per week for approximately 20-60 minutes per session. Therefore, it takes longer
for them to assess each student's skills and knowledge and to develop a cohesive
learning community.
Over the last few decades, a significant shift has occurred in the core content of
encore classes. This change isn't a surprising phenomenon because curricular
changes happen rather frequently in all grades and all subjects. However, a closer
look is warranted.
CHAPTER 8 Using Technology in Encore Subjects: Art, Foreign Languages, Music, and PE
In the past, the core content of most encore classes was skills based. That is,
teachers focused on teaching students how to develop a particular skill or talent,
such as painting with watercolors, playing the recorder, and so forth. At present,
they still train students to cultivate similar skills, but they also impart considerably
more cultural, historical, health-related, and social knowledge about the artists and
their works. By the word artists, here, we mean those who create visual arts, music,
drama, and literature, as well as the athletes who create "physical" art.
Stephanie can remember making the standard clay pot (with coiled links) some
30 years ago without learning about Maria Montoya Martinez or Native American
pottery. The same could be said for even more familiar artists, such as Henry
Matisse, whom we never studied when we created collages. Without a doubt,
encore teachers teach across curricular areas in their classrooms, although we tend
to label their courses as more "specialized."
Many of the aforementioned factors seem like great obstacles that would work
to impede effective use of differentiated instruction. In our experience, however,
we've discovered just the opposite. Differentiated instruction strategies can be
incorporated successfully into encore classes and can bring about positive results.
Before adding our powerful ally, technology, to the mix, we begin with a brief
overview of a variety of content- and skills-based areas in which we might differ-
entiate in the encore classroom. WeVe selected three differentiation strategies to
investigate in more depth in this chapter because they lend themselves well to
all classroom subjects, including encore. We then provide tech-enhanced sample
activities for the art, foreign language, music, and physical education classrooms
using learning centers and R.A.F.T.s. We also walk you through the creation of a
WebQuest for the elementary Spanish classroom. Finally, we take a closer look at
some tech resources and tools that are more specific to each encore subject area.
Differentiating in the Encore Classroom

As is the case with the majority of core subjects, there are many areas in which we
might differentiate to better serve our encore students. As we've mentioned, today's
encore teachers face a heavier load in terms of the amount of content-based knowl-
edge and skills they must cover in the classroom. While many of you may have
already experimented with one or more of the variations below, see if there are any
suggestions you haven't tried.
The lists that follow aren't comprehensive by any means; they're points of depar-
ture to get you started. They offer alternatives you might draw on in your attempt
to reach all students through differentiation. Think about additional options you
might add to the lists and put to the test in your classroom.
If you teach art, in addition to your students' level of readiness consider the final
product you might ask them to produce and how you might think about either
simplifying or making the creative process more complex or detailed. Your
students7 interests might factor into the equation, particularly in the choice of
media used or genre. Here is a list of possible ways you might differentiate by
product:
Restrict creation to pure imitation of another's technique or extend the
liberty to create freely.
Heighten or diminish the level of abstraction.
Vary the type of media used.
Expand or reduce the levels of dimension, such as three dimensional
versus one dimensional.
Minimize or maximize the complexity or intricacy of shape.
Intensify or lessen the complexity or intricacy of pattern.
Minimize or maximize the complexity or intricacy of shading.
Reduce or expand the number of colors used.
Add or eliminate the number or types of textures employed.
Include options for different schools or genres of art.
If you teach a foreign language, you're probably familiar with the traditional four
language-skill areas: reading, writing, listening, and speaking. A more current
trend in foreign language instruction is attention to the three "communicative
modes"—interpersonal, interpretive, and presentational—that form the basis of
the communication goal area included in the standards of the American Council
on the Teaching of Foreign Languages (ACTFL). The standards center on five goal
areas, called the "5 Cs": communication, cultures, connections, comparisons, and
communities.
The traditional four-skills approach treats reading, writing, listening, and speaking
in the target language in a more isolated manner, whereas the communicative
modes stress the purpose and the context of communication. The latter approach
seems to strengthen and deepen the connection between real life and the activities
inside the language classroom.
The incorporation of the remaining four Cs also encourages a well-rounded
approach that enables us to better prepare our students for the global society in
which they live. This approach embraces awareness and instruction on cultural
topics, comparison and contrast of language patterns, multicultural and multilin-
gual community experiences in the field, use of the Internet, and so forth. Glance at
the performance indicators for the communication standard (the full standards can
be viewed at www.actfl.org/files/public/execsumm.pdf).
Standard 1.1: Interpersonal Communication

Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
Standard 1.2: Interpretive Communication
Students understand and interpret written and spoken language
on a variety of topics.
Standard 1.3: Presentational Communication
Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Although foreign language is taught as an encore subject in the K-5 arena, its core
content is similar to that of other primary subjects, such as English language arts
(ELA), in which K-5 teachers work on virtually identical skills in English. It would
seem to be easy to accommodate differentiation within the foreign language class-
room because it parallels academic instruction in English. However, due to the fact
that foreign language instruction occurs less frequently than that of core curricular
subjects, K-5 teachers cannot follow a comprehensive curriculum. Teachers of other
encore subjects also face similar time constraints that impact instruction.
Foreign language teachers consider the readiness levels of their students, as well as
the content to be communicated, in order to impart specific knowledge. Interests
and learning profile play a big part in terms of the students' receptivity and appre-
hension of the material. Differentiation of process-based activities and diverse
product formats are essential to accommodate all levels and types of learners.
Teachers have multiple options in each of the traits and elements. Here are a few
basic ideas to begin to think about differentiation in a foreign language:
Isolate or focus on a particular skill (such as writing), or require the
use of two to four skills.
Increase or decrease the number of tenses used.
Intensify or lessen the level of vocabulary.
Teach culture in students' native language or in the target language.
Communicate facts only or incorporate feelings and emotions.
Comprehend by listening, or comprehend by listening and then respond
orally or in writing.
Vary the length or complexity of an exercise, document, or text.
Request structured responses or free responses.
Incorporate simple or advanced realia and authentic documents.
Invite recorded responses or spontaneous ones.
Use group or individual presentations or assignments
If you're a music teacher, ponder the readiness levels of your students as well as
the final product they'll generate. Your students7 interests might play a role here,
too, particularly in terms of the genres of music and the kinds of instruments they
prefer. You might also challenge them in the process phase by asking them to play
or sing at various tempos, different dynamics, and so forth, which in turn will
affect their final products. Here are some suggestions:
Lengthen or shorten the composition or piece.
Vary the type of instruments used.
Increase or decrease the number of instruments played.
Play the treble clef or both the treble and bass clefs.
Increase or decrease the range of the piece.
Modify the rhythm.
Speed up or slow down the tempo.
Heighten or lessen the dynamics.
Simplify or intensify the complexity or difficulty of the piece.
Allow for various types of parts or harmony: solo, duet, trio, quartet,
whole ensemble or choir, and so forth.
Include pieces of various classifications of music.
If you're a physical education teacher, reflect on the readiness levels of your

students and the skill levels you wish them to attain. Contemplate how you might
alter the level of difficulty of each task as a part of the learning process. Some of the
ways you might challenge your students beyond their comfort zones are:
Intensify or lessen the level of competition.
Maximize or minimize the speed of the task.
Increase or decrease the distance between performers.
Reduce or expand the size of the playing area.
Require the use of the weaker limb, or permit the use of both limbs or the
stronger limb.
Change the levels of movement: stationary skills, tasks, or targets; moving
tasks, skills, or targets. Add or eliminate defenders.
Place or remove restrictions upon game play or technique.
Break skills-development practice or tasks into parts, or perform skills or
tasks outright.
Take a second look at the subject area you teach, and pinpoint one or two areas
of differentiation you haven't yet experimented with. Make a commitment to try
one out in the next few weeks or months to see if it's effective for you and your
students.
Differentiating Encore Subjects

with Technology
Before we move on to our strategies of focus for this chapter, we'd like you to
quickly examine a table of resources. In this table we've listed hardware, software
or computer-assisted instruction resources, lesson plan resources, and virtual
environments that you could use in any of the encore subject areas. This isn't a
comprehensive list, but we wanted to get you thinking about technology right
away. You'll see some of these tools and resources in our sample plans. What addi-
tional resources could you add to this table from your classroom experience?
TABLE 8.1 • Resources for encore subject areas
Hardware Digital cameras Smartboards

Elmo projectors Tape recorders or DVD players
Hand-held devices or PDAs Video cameras
Laptops and desktop computers
Software or Audio CDs or DVDs Online f lashcards

Computer- Clip art Online games and drills
Assisted
Drawing software (Paint) Online podcasts, videos, or clips
Instruction
E-mail Photoshop
Graph Club or Graph Master Presentation software (PowerPoint)
KidPix Publishing software (Publisher)
Kidspiration or Inspiration Spreadsheet software (Excel)
Online audio files TimeLiner
Online dictionaries or glossaries Word Processing software (Word)
Lesson Plan Graphic organizers, note-taking Surveys, questionnaires, or other

Resources forms, or other templates pre-assessment tools
Internet scavenger hunts ThinkQuests
Lesson plan links Video streaming
WebQuests
Virtual Kids7 chats and Keypals Virtual museums and other cultural institutions
Environments MUSHes,MOOs,CUSeeME Webcams
Online collaborative projects
Virtual field trips
How and why might you use some of these wonderful resources in your encore
classroom? Let's look at two examples: Internet scavenger hunts and virtual field
trips.
Internet Scavenger Hunts

Internet scavenger hunts are a magnificent way to encourage your encore students
to search out and sift through information about a classroom theme or an indi-
vidualized research topic. The Internet offers numerous free scavenger or treasure
hunts for all sorts of subjects. An example is the Dental Health Scavenger Hunt
shown below. Most students are eager to hunt for treasure via the Internet, and
they find it even more enjoyable when they're paired up with a partner or find that
puzzles or games play a part in the quest. You may choose to pair a student with
advanced browsing skills with one who has less experience in this area.
Internet scavenger hunts are not difficult to create because you can use a template.
The most time-consuming portion of the task is to find a relevant, yet varied, group
of Web sites that you plan to have the students visit. As you prepare your scav-
enger hunt template in Word or another word processing program (or, perhaps,
even a special Web site), make sure your instructions are very straightforward.
Ask students to find answers to specific questions at each site. If possible, provide
hyperlinks so that students may click on your links and go directly to the sites (to
avoid having to type in all the URLs). Treasure hunts offer students the chance to
use the computer, which engages them and provides a break from the daily routine.
Dental Health Sxcanvenger Hunt
This scavenger hunt is available at:

www.vicklblackwell.com/scavenger hunt/Dental Health Scavenger Huntdoc.
1. Click on Seal Out Decay. Read the story and answer the following questions.
What are sealants?
What color is the sealant material?
www.ms-flossy.com/SmileysPlace/
2. Click on After School Treats. Play the game Let's Raid the Kitchen!
Name four healthy snacks you found.
Name two not so healthy snacks you found.
www.adha.org/kidstuff/games.htmm
3. Take the Dental Health Quiz. Answer the 10 questions about plaque by selecting True or False. Check your
answers, How many did you get right? __ How many did you get wro
www.crest.com/dentaLhealth/toothOrFalse.jspp
4. Click on "How many words can you find in our word search puzzle?" Find and circle as many of the toothy
words as you can. Write the words you found.
continued
Dental Health Scanveger Hunt ( Continued)
5. Click on Attack of the Plaque Monsters game and play "What was your score?
www.colgate.com/app/Klds-World/US/HomePage.cvsp
6. Read the page about Do You Know Your Teeth? Answer the following questions.
What are four kinds of teeth?
How many teeth do adults have?
What are two things teeth help you do?
wwwjdha.org/kidstuff/
7. Click on "Take our quiz and find out" Answer the five questions, Check your answers. How many did you
get right? How many did you get wrong?
http://smilekids.deltadentalca.org/games.html
8. Read Fun Facts. Fill in the blanks.

Teeth are made of
Dogs have teeth.
have 44 teeth.
have 30 teeth.
When you grow up you will have teeth.
http://smilekids.deltadentalca.org/healthyTeeth.html
Reprinted with permission of Debra S. Schanzbach.
Virtual Field Trips

Virtual field trips bring the world to your classroom with just the touch of a few
keys. They allow your students to "travel" to places they may never actually visit
in their lifetimes. On top of that, they're less costly! Students will appreciate the
opportunity to travel in cyberspace and explore.
Keep in mind that you need to prepare yourself by previewing the site and the
links that make up the virtual tour. Prime your students by teaching at least one
lesson about the topic or place prior to their "departure." As the day of the trip
arrives, think about whether you wish to take the trip as a whole class (with the
help of a projector), pair students together, or have them travel individually.
In addition to all of the images and facts made available to us on the Internet, there
are some neat activities you could use with your students as a follow-up to their
online visits. Completing a travel log or journal, writing a virtual postcard, or
creating a digital scrapbook or collage in Word, Publisher, or PowerPoint (perhaps
about their favorite stops on the tour or new facts they learned that surprised
them) will help cement connections between curricular content and the online
experience.
Following is the home page of a very cool virtual field trip to Paris.
Virtual Trip to Paris
Boys and girls, buckle your seat belts. We are about to take a trip
across the Atlantic Ocean to Paris, France. We're going to a different
country, so I hope you have your passports!
Now, do you have your plane ticket?
OK, boys and girls, this is going to be a long ride. Here we go, up into the
sky, soaring like birds. There's Smethport, Pennsylvania.
There's the Atlantic Ocean.
Finally, we're in Paris, France. I hope everyone is ready to do some

sightseeing. There are so many places I want to take you. Let's get
started so that we don't run out of time.
(This virtual trip is available at http://pt3.sbu.edu/vfts/Paris/)
teprinted with permission of Paris Virtual Field Trip creator, Tonya R. Beardsley.
CHAPTERS Using Technology in Encore Subjects: Art, Foreign Languages, Music, and PE
In addition to the technology resources we can integrate into our plans for learning
centers, R.A.F.T.s, and WebQuests, each encore subject has a wealth of hardware,
software, lesson plan resources, or Web sites. Virtual environments specific to
particular curricular areas are also available.
While it's impossible to provide an exhaustive listing of such resources in this
chapter, we would like to help you get started. You'll recognize some of the
resources weVe incorporated into other activities in this book as well as those
you rely on yourself. While we recognize the wealth of some large-scale resources
such as labs, we've refrained from creating tasks dependent on them because
some schools don't have a keyboarding lab for music or a language lab for foreign
languages. Furthermore, the labs themselves vary greatly in terms of layout, size,
availability, and software and hardware used, so it would be very difficult and
unwise to make generalizations.
Check the lengthy resources section at the end of this chapter for some
magnificent links that will help you differentiate by content, process, product,
readiness, interest, and learning profile. On top of all that, we've listed a number
of technology-specific resources to match those you noticed in Table 8.1, such as
Webcams, virtual field trips, and so forth.
Learning mters or Stations

Learning centers or stations are old friends to most elementary teachers. Most K-5
teachers have tried learning centers as a DI strategy in their classrooms, and many
use them on a regular basis. Some DI practitioners differentiate between learning
centers and stations, as explained on the Montgomery County Public Schools' Web
site: "Centers are areas in the classroom where students refine a skill or extend
a concept. Stations are different places in the classroom where students work on
tasks simultaneously, and whose activities are linked" (Montgomery County Public
Schools, 2005, para. 1).
Although this strategy might not be new to you, we'd like to take a moment to
review the basics. If you're comfortable with the nuts and bolts of learning centers,
such as types, organization, movement between them, and so forth, please feel free
to move on to the illustrations for each encore subject.
You'll notice that we've chosen a more traditional (purely physical) set of activities
for the physical education learning center. We elected to include this traditional set
to illustrate that learning centers can accommodate all types of activities.
In the previous section, we offered some recommendations about how you might
differentiate even the purely physical tasks, as well as some of the basic skills in the
other encore subjects. If you're a product of a private, parochial, or public school
of that past that didn't embrace differentiation, we think you'll be surprised to
discover that you truly can differentiate in many of the skill areas that are more
physically based, such as tempo, speed of task, intricacy of pattern, and so forth. If
your educational experience was anything like ours, your encore teachers picked
an activity, and everyone completed the same task.
You'll also find that many of our learning center tasks are designed for upper
elementary students. We realize that learning centers are quite popular with the
lower grades, and we wanted to demonstrate that they can be used effectively in
upper level classrooms as well.
Profile: Learning Centers
Function
To engage students in active learning tasks at various stations in order to apply

and extend specific skills, content-based knowledge, exploration, or enrichment.
Advantages
Accommodates differentiation by the three curricular elements and

student traits.
Provides for active hands-on learning and student choice.
• ermits use of multiple technologies and a variety of tasks.
• ncourages peer collaboration and independent learning.
• llows for flexible grouping (teacher-determined) or student placement.
• rants teacher time to work with a specific group or individual
(conferencing, guided reading, and so forth).
• ssists in the advancement of creative- and critical-thinking skills.
Reduces boredom through movement, exploration, and enrichment.
Components
A. Establish ground rules and develop consensus-building or

decision-making skills.
B. Choose center type.
C. Prepare physical components or setup.
D. Introduce centers and tasks.
E. Set up center rotations.
F. Plan closing.
Steps to Create Learning Centers
1. For component A (ground rules and consensus building):

develop a broad or general theme and determine the core concepts that
students must comprehend.
2. For component B (selection of center type), choose from the following

center types (dependent on your end goals):
exploratory or interest driven
literacy
ublishing or technology driven
11research
• ubject areas
ihematic
3. For component C (physical components or setup):

ecide upon a large group meeting area
etermine whether you need to separate noisy stations from quiet
stations
lan for stations requiring technology (near outlets)
ithink about possible physical designs—grouped desks; sides of filing
cabinets; counters; floor; portable stations that use file folders, card-
board boxes, or display boards as separators; bulletin boards
epare means to store center manipulatives, student records, and
displays
4. For component D (introduction of centers and tasks):
present a mini-lesson or a brief overview of the learning goals and
how they're related to current content
remind students of ground rules and consensus-building skills
review specific directions
walk through the various centers, showing students the tools they'll
use and the activities they must complete
go over instructions about how to move from one center to another
as well as a signal you'll use when the noise level is too high
talk about what students should do if they don't complete a task at

one of the centers
relay any specific directions for setting up and cleaning up
describe how students may choose centers and how many students
may work at each center, or assign them to a particular rotation or
group using a wheel with names, a board with pockets or hooks,
grouping by numbers out loud, and so forth
5. For component E (center rotations):
circulate around the classroom to monitor activities
have classroom assistants such as parents or aides work at each
station if possible
if you desire, conference with individual students or a small
group of students at one station or at your desk, or lead a station
on guided reading
6. 3r component F (closing):):
return to large meeting area to share positive results and difficulties
have students share their own self-assessments, if desired
Learning Centers: Art
This group of centers revolves around paintings that students have created using a
particular artist's style or technique, such as that of Picasso, Monet, Matisse, and so
forth. Students will mount their paintings digitally, pose as the artists themselves
to explain their techniques, participate in an interview, and produce a photo essay
about their artists. If you choose, other forms of art such as ceramics or drawing
could be used. You could also allow students to write using first person, as if
they're the artists themselves (Center D task).
Center A CenterB
"Mount" the digital photo of your artwork into Record a how-to video of your painting
a new PowerPoint file. Design the background technique, You may use a traditional video
and label your painting. (PowerPoint tutorial camera or Movie Maker software along with a
resources were suggested in chapter 2.) miniDV camera. For more details, see the How
to Create a Video with Movie Maker sidebar.
Center D CenterC
Create a short photo essay (using Word or Record an oral interview between the artist
PowerPoint) that describes your artist's and a radio talk show host using microphones
contribution to the world of art. Use the and an audio recorder. You pose as the artist
photo resources from WebMuseum, Online and your partner as the host. Then switch
Picasso Project, Monet & the Impressionists so that you play the role of host and your
for Kids, and Matisse Images on the Web partner can pretend to be the artist. (You
(see Resources section for links). could use Audacity software for this. See the
Music R.A.F.T. example for directions.)
How to Create a Video with Movie Marker

1. Record interview video with your mini-DV camera or another 6. Choose the setting you wish to use on the Video Setting page
video source. (for both audio and video).
2. Connect your camera to an IEEE 1394 port, and then set the 7. On the Capture Method Page, select whether you wish to Capture
camera mode to play recorded video. the entire tape automatically or Capture the tape manually.
3. Click Capture Video on the File menu. 8. You will then have the option of choosing other commands, such as
4. Select DV Camera or the appropriate video source under Available separating the video into smaller clips or stop capturing before the
Devices on the Video Capture Device page. end of the tape.
5. Enter a name for your captured video file and choose where 9. Click Finish to close the Video Capture Wizard.
to save it.
Related Technologies: Art Learning Centers
Video Creation/Editing Software
How video creation/editing software will be used in the activity:

In Center B, students record a how-to video to explain an art technique. To
complete this activity, students must be familiar with how to use Movie Maker
(or may choose to use a traditional video recorder), and ideally, you will have spent
time teaching them how to use it prior to this lesson.
Implementation challenges: Movie Maker is a user-friendly tool because it allows

you to build your creation via drag-and-drops. However, there are many options
and formats from which to choose, which can be somewhat overwhelming at first.
Students usually become comfortable with it after a little practice, but at the same
time, there does not seem to be a great amount of help within the program when it
comes to trying out some of the advanced options.
Resouces for Vodeo Creation /Editing Software
Description Movie Maker is video creating/editing software that allows you to build, edit and share
your videos.
Where to find Today, video creation/editing software such as Movie Maker may come with your
the tools computer if you purchase a recent version of Windows. You may also download it for
free online.
Where to Movie Maker has a built-in help feature with searchable contents. If you can't find
get help the answer to your question, it will ask you if you wish to search for the answer via
Microsoft's Answer Wizard on the Web. In addition, the additional resources below may
be helpful to you.
Mighty Coach Online Video Training (tutorials and tips)
www.mightycoach.com/articles/mm2/2/
Atomic Learning's tutorial series
www.atomiclearning.com/moviemaker2//
Windows Movie Maker 2.1 Download
http://www.microsoft.com/windowsxp/downOloads/updates/moviemaker2.mspx
Getting Started with Windows Movie Maker
http://windowshelp.microsoft.com/Windows/en-US/Help/lp/
ec3fff68-e53c-4168-ae74-8557325e57e21033.mspx
Windows Movie Maker Community
http://www.microsoft.com/windowsxp/expertzone/communities/movie.mspxspx
Learning Centers: Foreign Language
This set of activities focuses on dessert vocabulary, menus, and ordering in a

restaurant. Spanish is used as the target language, but you could substitute any
world language. Students will add a dessert section to a menu they've created
previously, participate in a role-play that requires ordering from their menus, pen
riddles or clues to practice dessert vocabulary, and conduct a survey to determine
their classmates' favorite desserts.
Center A Center B
Add a dessert section to the Spanish menu Practice ordering dessert from the menu.
(in Publisher) you designed. Role-play with your group, with each of you
taking turns as the waiter.
Center D CenterC
Survey your group mates to find out their Write riddles or short clues (in Word) for the
favorite dessert from our vocabulary list. next group to describe three desserts from
Make a bar graph (using Excel, Graph Club, or our vocabulary list. Answer the riddles the
Graph Master) and save it so that you can add previous group left for you.
additional responses.
Learning Centers: Music
The following music centers enable students to learn more about a musician's life
and work. After listening to a musician's biography, they follow a listening map or
storyline of a major work while they hear the piece. As they listen a second time,
they assign specific instruments to major characters in the storyline and compare
and contrast the first piece with another piece by the same musician.
Center A Center B
Listen to a biography of the musician on the Listen to the piece (on tape, CD, or Web link)
Web site using Windows Media Player or Real and follow the storyline or listening map on
Player and headphones. the worksheet.
Center D CenterC
Find an audio file (on the Internet) of another Listen to the piece (on tape, CD, or via Web
piece composed by the same musician. link) and think about which instrument
Compare and contrast their similarities and you might match with each main character.
differences by completing the Venn Diagram Complete the worksheet and be ready to
or by writing a paragraph (in Word). explain your choices.
Examples of online resources for music centers include Classics for Kids
(www.classicsforkids.com/shows/past.asp), which offers free downloads of their
radio shows about composers and their music. In most cases, you'll find three
shows about each composer. This site also offers corresponding activity sheets
(www.classicsforkids.com/shows/activity.asp).
Classical Archives (www.classicalarchives.com) is a magnificent resource, with

biographical information, timelines, music appreciation and history, and tons of
audio files. K-12 Resources for Music Educators (www.isd77.kl2.mn.us/music/
k-12music/) has a wealth of information, including midi files; biographies; links for
band, choral, and classroom teachers; music newsgroups; and commercial resources.
Learning Centers: Physical Education
The focal theme of this set of centers is cardio-respiratory fitness. We designed it in

conjunction with a video from Discovery Education unitedstreaming entitled "Inside
Story with Slim Goodbody, The: Lubba Dubba: The Inside Story of Your Heart and
Blood/7 The video can be found at their Web site, either by searching on the title or
though the following link: http://www.unitedstreaming.com/search/assetDetail.
cfm?guidAssetID=A6903E83-D941-43CF-84F9-7DDAB3B31363/. Students watch a
short video (15 minutes) prior to engaging in the various centers. Students measure
and graph heart rates, produce word pictures of key vocabulary (using draw or
paint software), and develop two aerobic exercises or moves to share with their
classmates.
Center A CenterB
With a partner, use a stopwatch or another With a partner, make a graph (using Graph
timepiece to measure your pulse after Club, Excel or Graph Master) to compare
1) lying down quietly for one minute, your heart rate with your partner's. Use the
2) walking slowly for one minute, and information that you obtained in Center A
3) jogging for one minute. to compare your results in each of the three
areas.
CenterD CenterC
With a partner, create word pictures (in Paint With a partner, design two unique aerobic
or Kid Fix) to help explain some or all of the moves or exercises that you could teach your
following terms: pulse, resting heart rate, classmates that would be good for your great
vein, capillary, artery, aorta. heart muscle! If possible, take digital pictures
of yourselves to include as a part of a visual
aide or poster you will use when presenting
the new moves to your peers.
We hope the examples we supplied for learning centers inspired you to try some-
thing fresh in your classroom, particularly with the aid of technology. Let's move
on to our sample R.A.F.T.s so that you can take a glimpse at how we might use
another differentiation strategy in the four encore areas.
R.A.F.T. Strategy
We investigated the R.A.F.T. strategy in chapter 2, "Using Technology to Differ-
entiate by Interest/' R.A.F.T. is another higher adaptable strategy that we may use
across curricular areas. If you need to review the essential components of a R.A.F.T.,
turn to the R.A.F.T. profile in chapter 2.
Perhaps you might question the use of written documents or assignments in encore
classes. We hope the following samples will show you some of the ways teachers
can encourage students to use the historical and social knowledge they've learned
as a part of the core content. The tasks we've listed suggest ways students may then
apply that knowledge to an activity that mimics a possible real-life situation.
As our world grows smaller and competition for jobs in the global marketplace
increases, we believe students who can demonstrate skills and knowledge in
multiple areas (not solely in their areas of specialization) will have the upper
hand. If we tie the content we're communicating to our students to real-life tasks,
students might be more receptive, particularly when technology is involved.
R*A.F.T.:/lrf
The tasks listed in the art R.A.F.T. encourage students to develop a product that
distributes art-related information or publicizes art-centered events that might
interest or involve children at their school.
TABLE 8.2 « R.A.F.T. art task chart

Art Historian School Webmaster Slideshow Design a slideshow (using PowerPoint) for a Web site that kids at
your school can use to find biographical information about an artist.
Include some sample artwork.
Landscape Artist Maintenance Watercolor A brand new school in the area (yours) is having a contest to choose
Director or landscape (or a landscaping design (plants, trees, flowers, and so forth). Paint a
Groundskeeper medium used by picture (using Microsoft Paint or actual paint) that you might enter in
selected artist) the competition.
Curator Art Teachers Brochure Produce a brochure (using Publisher or Word). Provide appropriate
information about the educational programs and tours that your
museum offers to school groups.
Students Parents and Invitation Create an invitation (using Publisher or Word) for the upcoming art
Community exhibition at your school.
Members
R.A.F.T.: Foreign Language
The following R.A.F.T. requires the use of clothing vocabulary in the target
language to complete a written document or diagram giving or asking for advice
or information.
TABLE8.3 r.a.f.t FOREIGN LANGUAGE TASK CHART

Manager Prospective Ad Write a short classified ad (in Word) for an open sales position at a
Employees clothing store.
Fashion Designer Client Labeled Diagrams Advise your client about what to wear to these events: the theater, a
picnic in July, a football game in November in the Midwest, and a job
interview. (Use Paint or your own colored pencil diagrams.)
You Mom, Dad, or List or Table Prepare a list of clothing (using Word or Excel) you'd like your relative
Other Relative to purchase for you for the new school year. Include approximate
prices.
Potential Customer Customer Service E-mail Write a short note to inquire about the availability of a certain piece
of clothing you're searching for in a particular size and color.
R.A.F.T.: Music
The music R.A.F.T. invites students to design an announcement or inquiry about

events at a local cultural facility.
TABLE 8.4 II R.A.F.T. music task chart

Music Teacher Educational E-mail Write a note of inquiry to ask for details about arranging a class trip to
Director of Local the symphony.
Symphony
Orchestra
Advertising Prospective Radio Ad with Announce the two-for-one summer concert series. Record your ad,
Representative Customers Sound Clip and use a sound link or CD for your dip.
for Your Local
Symphony
Orchestra
Music Historian Students and Trading Cards Create a set of trading cards that your local museum or symphony
Teachers might pass out or sell to educational groups. Provide a portrait of
each musician and key facts about them (Fig. 8.1).
Composer General Public Video Clip/Ad Invite the public to the new wax museum of artists. In your clip,
provide basic information, such as attractions, special events, hours,
and location.
GEORGE GERSHWIN
George Gershwin was born in

Hew York in 1898. He taught
himself how to play the piano.
He wrote the musical Porgyand
Bess, and one of his most popular
works is "Rhapsody in Blue." He
FIGURE 8.1 •
composed some music with his
Sample trading
brother Ira. He died in 1937.
card created by
authors
C H A P T E R S Using Technology in Encore Subjects: Art, Foreign Languages, Music, and PE
Related Technologies: Music R.A.F.T.
Audio Creation/Editing Software

How audio creation/editing software will be used in the activity: In the
Advertising Representative role in the music R.A.F.T., students may choose to
record a radio ad with a sound clip. To complete this activity, students must be
familiar with how to use Audacity, and you will have to download it ahead of time.
Ideally, students will have been able to practice with it prior to this lesson.
Implementation challenges: While Audacity does offer many features, this lesson
does not require the use of complex ones. Students should be able to complete a
short recording without too many glitches.
Resouces for Audio Cration/Editing Software
Description Audacity is audio creating/editing software that allows you to build, edit and share
your audio recordings.
Where to find You may download it for free online.

the software
Whereto Audacity Home and Download

get help http://audadty.sourceforge.net
Beginner's Tutorial for Audacity
http://podcasting.about.com/od/podcastingsoftware/qt/Beginaudacity.htm
Audacity's Documentation and Support
http://audacity.sourceforge.net/help/
This page has FAQs, tutorials, a link to a forum, and other helpful resources.
Usingd
1. Download Audacity at http;//audacity,sourceforgenet
2, Check your Preferences under the File menu to make sure the correct output device is selected.
3, Click the Record button and speak into your microphone. Click Stop when you're finished.
4. Save your file.
R.A.F.T.: Physical Education
This R.A.F.T. asks students to produce an artifact that reflects on their health,
assessments of their fitness, and how to improve their physical well-being.
TABLE 8.5 II R.A.F.T. for physical education task chart

Role Auidence Format Topic
Student Parents or Principal Brochure Develop a brochure (in Publisher) to explain or display what you've
learned in class about becoming a healthier person.
Nutritionist Director of Food Menu Revise your school's menu (using Word or Publisher) so that it offers
Services healthier food choices.
Nutritionist or Client (Classmate) Spreadsheet Critique your client's daily exercise and diet logs. Place short
Personal Trainer comments and suggestions for improvement alongside the records in
a different font color (Fig. 8.2).
Physical Education President Graph Prepare a graph (using Excel, Graph Club, or Graph Master) of the
Teacher average student performance (in your class) in each of the Physical
Fitness Test events.
A B C D
Breakfast Lunch Dinner Exercise
2 scrambled eggs cheeseburger spaghetti Ran 1 mile after school
3 slices bacon apple salad
1 cup orange juice chips garlic bread
chocolate milk Coke
Try a piece of wheat Wow!! This is a lot of Good job on the salad, Good job!
oastwith peanut fatty stuff! The apple is but you have a lot of
utter and a piece of good, but stick with carbs and sugar here,
ruit or yogurt. Drink skim milk, eat pretzels Drink water and try to
water, instead of chips. give up the bread,
FIGURE 8.2 • Sample food log with comments created in Excel
WebQuest Strategy
A final strategy we wish to examine in more detail is the WebQuest. In this case,
we'll focus on one encore subject area (foreign language), and we'll walk you
through the steps to create a WebQuest for a Spanish class.
WeVe already looked at the structure of WebQuests in chapter 2, "Using Tech-
nology to Differentiate by Interest/' If you need to brush up on the other features
of this strategy, such as its benefits, its components, and so forth, return to the
WebQuest profile section.
We used the steps from the WebQuest profile, then added commentary on our
experience as we endeavored to create a WebQuest from scratch. Remember that
while these steps are fairly standard, you might encounter some variation.
Spanish WebQuest Step 1

Brainstorm ideas: If at all possible, involve your students in the selection of subtopics associated
with the broad theme of the WebQuest they're intrigued with or passionate about. As a substitute for
brainstorming or a supplemental activity, you might choose to use a checklist, questionnaire, survey,
written list, KWL chart, or interest map to help with the identification of promising topics of interest.
The sample topic we've chosen is Hispanic Celebrations or Holidays (celebraciones/

dias festivos/dias feriados hispanicos). (See Table 8.6.) If you need a little help with
brainstorming possible subtopics, a search engine such as Google can really be an
asset. One of our favorite search engines for students is KidsClick! (www.kidsclick.
org), but when a foreign language theme is our central topic of investigation, we
sometimes have to search a little deeper or longer to find what we need.
TABLE 8.6 • Hispanic celebrations or holidays
La Quinceanera La Navidad El Dfa de los Muertos
El Dia de Independencia (of a Cinco de Mayo Los Sanfermines/EI Encierro

particular country)
El Dfa de los Reyes Magos/de La Semana Santa El Dia de las Madres

los Santos Reyes
El Primero de Mayo/Dfa del Las Posadas El Dia de la Virgen de

Trabajo/Dia del Trabajador Guadalupe
El Dia de la Raza El Ano Nuevo El Cumpleanos
Search for Web links and other resources to support the big idea of the WebQuest:
Determine the task the students will complete after your transforming session or interest
inventory. As mentioned in the components section, the task will require that they solve a
problem or answer a question, or something similar.
Begin to investigate the Internet for suitable links. Consider other useful resources that aren't
Web-based.
We've chosen a simple task for our students because the details about this cultural
event are unfamiliar to most Americans and we're working with elementary-aged
children. For our WebQuest, our students must imagine that they've traveled to
Pamplona to witness and take part in Los Sanfermines. This celebrated event in
Spain is more commonly known as the Running of the Bulls. It occurs in Pamplona
every July.
It's the students' responsibility to return home and describe several aspects of the
festival and the place where it occurs so that other Americans can gain a better
appreciation for what takes place and the motivation behind it. Each group will
craft a product that offers a specific perspective on one of the key elements of Los
Sanfermines, such as its history, its events, and so forth.
KidsClicklA Super Search Engine

KidsClick! is a really wonderful Web site because it will generate s list of links for you based on the topic
you've selected. At the bottom of the home page, you may click on a link that allows you to see the same page
"through a librarian's eyes." This neat feature categorizes the topics for you according to their corresponding
numbers in the Dewey decimal system. Of course, KidsClick! doesn't make any promises that the list of
subtopics it creates for you will be completely free of any subtopics or accompanying links that you've already
generated yourself.
Another benefit of relying on a search engine specifically directed toward children is that it often (but not
always) locates other sites that might be more appropriatefor kids. While the Internet fs a fantastic resource,
we have to make sure we review the sites and their content very carefully for our young students. At times, it
can be very challenging to find suitable Web sites.
KidsClick! also has a link that takes you to a number of other search tools for students, some of which use
specific filtering devices to protect students' best interests.
We wanted to choose a topic that was somewhat familiar but not either overly
popular or too obscure. We didn't encounter many WebQuests or Web-based
exercises on this particular theme, much less for our target group (Grades K-5), and
some of the useful sites have questionable content that you might opt to filter out
or just use as a resource for yourself. In fact, this WebQuest is most suited to upper
elementary students, preferably those in Grade 5. You know your students best
(what they can tolerate) and what is acceptable at your institution.
Some of the problematic issues might include both the consumption of alcoholic
beverages that occurs as a part of many celebrations and the injuries to participants.
At the same time, you'll discover some attention-grabbing links, such as the one
with the Webcam that allows us to see the bulls and the runners (jlocos!) in action.
While we realize this topic might be more challenging, it also presents an oppor-
tunity to explore a cultural topic that's totally foreign to American children. It can
lead to discussion and investigation of related topics, such as bullfighting and the
celebration of rituals, arts, or sports that don't take place in the United States.
Below you'll find a list of some of the links we found. This isn't a comprehensive
list, and some of them (or parts of them) are inappropriate for students (but useful
for teachers). Maybe you could create your own child-friendly site!
TABLE 8.7 • Links for Spanish WebQuest
Information turistica about los Sanfermines at El Reyno de Navarra

(www.turismo.navarra.es/esp/propuestas/san-fermines/) can be viewed in English, too. It offers FAQs, a
program of events, history, suggested places to eat and stay, and detailed information about the bulls.
Education Guardian's Language Resources Site (http://education.guardian.co.uk/languageresources/
spanish/story/0,,682814,00.html) provides an interview in Spanish with younger Spaniards that explains
what attracts them to the events of the Sanfermines.
The Festival of San Fermm (www.abc.net.au/civics/celebrations/pamp1.htm) describes the history and
events that take place. It's written in simple, clear, clean language. There are no offensive images, and
there's a "personal view" from a Spaniard who describes the first time he saw the running of the bulls.
Fiestas de Espana at the BBC's Primary Spanish: Festivals site (http://www.bbc.co.uk/schools/
primaryspanish/festivals/fiestas/) doesn't exclusively deal with the running of the bulls, but it's a useful
tool. Students read short descriptions of various festivals and see pictures. Then they're asked basic oral
questions about the celebrations in Spain. In addition, there are games to practice the selected vocabulary
associated with the theme. Students may hear audio clips of the vocabulary, too.
Fiestas de San Fermm (http://www.fiestasdesanfermin.com/sf2003/index.asp) has some interactive
features, such as videochats, e-postcards, forums, surveys, and so forth. Some of the images could bother
students. On the Gufa del Novato link, you're able to read a description of each part of the festivities, learn
about its history, and look at old photos of each activity.
continued
TABLES.? m Links for Spanish WebQuest (continued)
Fiestas populates at El Ayuntamiento de Pamplona (www.pamplona.es) is Pamplona's official "city

council" site, and you can change the language to English. It supplies background, historical information,
and a description of the various activities.
NIE: Newspapers in Education—The Cincinnati Enquirer (www.cincinnati.com/nie/archive/07-09-02/)
furnishes a short article about the first day of los Sanfermines, and then a number of links for a virtual
journey. Unfortunately, many links are dead.
Pamplona Bull Run (San Fermin) atSpanish-Fiestas.com (http://www.spanish-fiestas.com/
spanish-festivals/pamplona-bull-running-san-fermin.htm) offers a short history of the fiesta.
Running of the Bulls (http://www.uen.org/utahlink/tours/tourElement.cgi?element_id=26281&tour_
id=14712&c) provides a short description of the Encierro, and it has links you may click to see photos. Some
photos could be disturbing, but each link has a title that will clearly indicate to your students whether they
wish to view it or not.
Running of the Bulls Google Image Search (http://images.google.com/images?q=running+of+the+
bulls&hl=en/) has a large quantity of photos available, some of which you won't want students to view.
However, you may pick and choose as you wish, and save those that are appropriate. The neat thing about
this site is that many of the images come from newspaper articles, many of which appear when you click
on the photo.
The Running of the Bulls lnfo.com (http://members.aol.com/_ht_a/pamplonaWeb/pwindex.htm)
describes the origin, the route, tips on and rules governing human participation, a visitor's guide (places to
stay, eat, and so forth), maps, quick facts on Pamplona, a photo tour of Pamplona, a chat room, a Webcam,
and a photo gallery.
Run the Planet: The Running of the Bulls (www.runtheplanet.com/pages/refer/bullsrun.php) lists
tips on and rules for running identical to those mentioned on the Web site above, as well as the origin
of the fiesta.
San Fermin at Wikipedia, the Free Encyclopedia (http://en.wikipedia.org/wiki/San_Fermin/) details the
history of los Sanfermines, el Encierro, related activities, and suggested links.
San Fermin Guide (www.sanfermin.com/guia/) has some of the same features and links as the Fiestas de
San Fermin above, but it also lists suggested places to stay, eat, drink, and so forth, as well as what to avoid
(alcohol-related and sexual terms mentioned here). It can be viewed in English.
San Fermin, la fiesta de los Sanfermines en directo (www.sanferminonline.net) supplies a Webcam,
last year's program (detailing daily activities), a virtual tour of Pamplona, a photo gallery, videos of last
year's Sanfermines, and online viewing or direct transmission of Sanfermines.
Sizzling Sanfermines at Spain and Portugal for Visitors (http://spainforvisitors.com/sections/
sanfermin.htm) has a short description of the main elements of the celebration. Some alcohol-related
information or commentary is included in the descriptions.

Identify student roles: Upon completion of your search for resources, think about potential roles
that students might take on during the WebQuest. Following are four possible methods to group
students based on the roles they assume:
Establish groups according to learning styles, multiple intelligences, or some other means.
(Each group crafts a unique product such as a skit, a letter, a journal entry, and so forth.)
Divide students into homogeneous groups that are solely made up of geographers, scientists,
writers, artists, or some other profession.
Form heterogeneous groups in which each student assumes a different role. The groups might
consist of journalists, biographers, environmentalists, governors, and so forth.
Build groups according to interest areas or subtopics of the broad theme.
For our particular WebQuest, we thought it would be engaging for students to craft
a unique product so that they could share it with other students. You could easily
modify this set of activities for heterogeneous or homogeneous groups and use
such labels as historians, publishers, travel agents, and so forth, f you have ample
time to spend on the project, we have provided more than one activity option
under each group number. If you're looking for a less complicated assignment, feel
free to simplify our suggestions or ask students to complete the easiest option. Take
a peek at our plans for student groups, and you'll be able to follow our train
of thought.
Group 1: Students prepare a skit with props that communicates some of the
history of los Sanfermines. The skit could include brief "interviews" with
people that speak to why they enjoy the festival.
Group 2: Students prepare an imaginative photo essay or two to three scrap-
book pages with digital photos to describe their experience watching the
running of the bulls in Pamplona. You might ask students to supply a short
list of common terms (in Spanish and English) used in connection with the
festival, such as el encierro, los mozos, and so forth.
Group 3: Students prepare an imaginative journal entry written by a mozo
(runner) in los Sanfermines. The journal entry describes his experience and
also includes colorful, labeled drawings of his outfit.
Group 4: Students prepare a mini travel kit for those who might be interested
in traveling to Pamplona to see the running of the bulls. They should include
a map and describe the major events that make up los Sanfermines. If desired,
they could produce their own program or brochure about the festival.
Group 5: Students prepare a letter to the editor that discusses the pros and
cons of this particular Spanish festival. If possible, have them include one or
two pieces of evidence or statistics of past injuries to participants. Table 8.7
offers a sample rubric for this product.
Group 6: Students prepare a mural or another piece of artwork that illus-

trates some of the highlights of los Sanfermines. Another option would be to
have them create a scaled-down version of cabezudo or gigante (giant heads
that people wear as part of a parade or festival) that they didn't see in any
pictures. This could be a delicate project (as it could be messy). If that doesn't
appeal to you, students could generate two to three drawings in Paint or
another medium for new cabezudos or gigantes.
Spanish WebQuest Steps 4 and 5
Determine if the WebQuest warrants your time and energy: If you think your students would
benefit from the task, and you find appropriate resources that support it, move to step five!
Complete the WebQuest: Create the Web page.

Set up scaffolding.
Formulate rubrics (see Table 8.8 for sample rubric).
As we mentioned in chapter 2, there are now many tools and helps that make the
creation of a Web page much easier than ever before. QuestGarden (www.quest-
garden.com) generates a WebQuest with Web pages for you. You follow prompts
for information, and it produces an attractive Web page with tasks, scaffolding, and
rubrics designed to your specifications.
You could also construct your own WebQuest using FrontPage, Word, or Publisher.
Completed Word and Publisher files can be easily converted into HTML docu-
ments, while FrontPage actually converts your characters into HTML as you
type. When I (Stephanie) was using BlackBoard for an online class, my preferred
method was to create my lesson in Word with clip art and save it as a Web archive
(MHTML). It was very quick and simple.
San Diego City Schools7 Anatomy of the New WebQuest page (http://projects.
edtech.sandi.net/staffdev/tpss99/anatomyhtm) offers various templates and an
explanation of each page in a WebQuest. We also describe the components of a
WebQuest in chapter 2 of this book.
TABLE 8*8 • Sample rubric for letter to editor product

Category 4 3 2 1
Format Business letter format is Business letter format is Business letter format is 69% or less of the
100% correct. 80%-89% correct. 70%-77% correct. business letter format is
correct.
Content Accuracy All pros and cons are 80%-89%ofthepros 70%-79%ofthepros 69% or less of the pros
and Evidence of backed by specific facts and cons are backed and cons are backed and cons are backed
Opinion or evidence. At least four by specific facts or by specific facts or by specific facts or
pros and four cons are evidence. At least three evidence. Only two evidence. Only one
included. pros and three cons are pros and two cons are pro and one con are
included. included. included.
Grammar and There are no errors in There are one to two There are three to four There are more than four
Mechanics grammar or spelling. errors in grammar or errors in grammar or errors in grammar or
spelling. spelling. spelling.
Envelope 100% complete and Return and recipient Return and recipient 69% or less of return and
accurate return address addresses and addresses and recipient addresses and
and recipient address. positioning are positioning are positioning are correct.
Addresses in correct 80%-89% correct. 70%-79% correct.
positions.
We realize that not all of you are Spanish teachers, but we expect that this walk-
through will spur you to create a WebQuest for your students in your own area
of specialization. We anticipate that you, too, will get energized as you search for
some neat resources and create some interesting tasks for your students.
After you complete the organizational work up front, sit back and enjoy the fruits
of your labor as your students generate some intriguing products! The same is true
for the other strategies we've examined in this chapter: learning centers or stations
and R.A.F.T.s.
We believe your students will be eager to try out new formats that involve hands-
on learning and real-life scenarios. Most of all, they'll be thrilled to work with the
wide span of technology resources mentioned in this chapter. They'll be shouting,
"Encore! Encore!" for a twofold reason: because they love their encore class activi-
ties, and because they're ready to test out yet another exciting technology tool.
Don't keep them waiting—jAndale!

Art Grosse Pointe Public Schools' www.gpschools.org/ci/ce/elem/art/home.htm
Technology Integration Resources for K-5 Art
Hartland Technology Infusion www.aea11.k12.ia.us/tech/TIC/ArtGems.pdf
Team's General Art Websites 2006
Matisse Images on the Web www.artchive.com/artchive/ftptoc/matisse_ext.html
Monet & the Impressionists for Kids http://members.aol.com/sabbeth/monetforkids.htmll
Mrs. Donn's Performing Arts Lesson Plans http://lessonplans.mrdonn.org/arts.html
& Activities for Kids & Teachers
MuseumStuff.com www.museumstuff.com
Online Picasso Project www.picasso.com/gallery/
Painter Classic Software
Princeton Online Art Education www.princetonol.com/groups/iad/lessons/middle/arted.htm
TeAchnology: Arts & Humanities www.teach-nology.com/teachers/lesson_plans/arts/
Lesson Plans
Revelation Natural Art Software www.logo.com/cat/view/revelation-natural-art.htmlmml
WebMuseum www.ibiblio.org/wm/paint/auth/
Foreign French, German, and Japanese

Languages German Internet Project www.uncg.edu/~lixlpurc/GIP/
Japan @ UT-Martin's Globe-Gate www.utm.edu/staff/globeg/japan.shtml
TeAchnology: French Lesson Plans www.teach-nology.com/teachers/lesson_plans/languages/french/
TeAchnology: German Lesson Plans www.teach-nology.com/teachers/lesson_plans/languages/german/
Tennessee Bob's Famous French Links www.utm.edu/departments/french/french.htmlml
WebGerman http://Webgerman.com
Spanish
Foreign Language in the Elementary Classroom: www.tesd.k12.pa.us/fles/
Tredyffrin/Easttown School District
GlobeGate Spanish Language http://globegate.utm.edu/spanish/
and Culture Pages
Helping Kids Learn Spanish www.edutainingkids.com/articles/kidslearnspanish.htmlml
(music, video, and software recommendations)
Hot Internet Sites jen Espanol! www.kn.sbc.com/wired/fil/pages/listspanish.htmlml
Knowledge Network Explorer: www.kn.sbc.com/wired/espanol/
jEpedally Espanol!
Musical Spanish www.musicalspanish.com/
Pratt's Educational Spanish Resources www.fastq.com/~jbpratt/education/spanish/links.htmlml
Quia's Free Online Games/Exercises www.quia,com/dir/spanish/indexj)yJitle.html
Songs for Teaching: Spanish Songs www.songsforteaching.com/spanishsongs.htm
continued

Foreign Spanish (continued)
Languages Spanish Class Online www.spanishclassonline.com/games/
(continued) www.spanishclassonline.com/vocabulary/
Spanish Flashcards http://members.tripod.com/spanishflashcards/
Spanish Learning Activities at www.enchantedlearning.com/themes/spanish.shtmlml
Enchanted Learning
Sr. Hauck Spanish: Recursos para http://spider.nlsd.org/nlhs/thauck/srhauckWeb/b/
estudiantesyprofesores recursos.html#paraprofesores
Super Links to Spanish Websites www.uni.edu/becker/Spanish3.html
(Jim Becker's site)
Support for Elementary Educators www.outreach.usf.edu/seeds/spanishEnhance/main2.htmlml
Through Distance Education in Spanish
Tom's Spanish Web Page http://tpduggan.tripod.com/spanish.html
World Language Resources for www.geocities.com/sra_rk/worldlang_resources0.htm
Elementary School Spanish Teachers
Foreign Activities for ESL Students http://a4esl.org

Languages- BBC Languages www.bbc.co.uk/languages//
Multiple World
CASLT Digital Newsletter www.caslt.org/lnfo/sites_en.htmm
Languages
Dr. Tony Erben's Home Page www.coedu.usf.edu/terben/
Foreign Language Lesson Plans and Resources www.csun.edu/~hcedu013/eslsp.htmlml
for Teachers (Marty Levine's) www.csun.edu/~hcedu013/eslindex.htmll
Foreign Languages @ Elementary Schools www.public.iastate.edu/~egarcia/fles.html
Foreign Language Teaching Forum: www.cortland.edu/flteach/flteach-res.htmll
WWW Resources for Language Teachers
iLoveLanguages: Your Guide to www.ilovelanguages.com
Foreign Language Resources on the Web
Internet Activities for Foreign www.clta.net/lessons//
Language Classes
Kathy Shrock's Guide for Educators: http://school.discovery.com/schrockguide/world/worldrw.htmll
Regions of the World & World Languages
Mount Hebron High School Library: www.howard.k12.md.us/mhmedia/media_links_for-lang.htmlml
Media Center Curriculum Links: Foreign Language
Mrs. Donn's World Languages: http://lessonplans.mrdonn.org/worldlanguages.html
Lesson Plans & Activities for Kids & Teachers
(Dr. Sass') Resources and Lesson www.cloudnet.com/~edrbsass/edwor.htm
Plans for World Languages
Multilingual Books (courses, tapes, www.multilingualbooks.com
video, and software for numerous languages)
continued

Foreign Teaching Foreign Languages K-12 Workshop www.learner.org/channel/workshops/tfl/fl/
Languages— Teaching with the Web: Language Links http://polyglot.lss.wisc.edu/lss/lang/teach.htlmml
Multiple World
TeAchnology: Spanish Lesson Plans www.teach-nology.com/teachers/lesson_plans/languages/spanish/
Languages
(continued) Tennessee Bob's International Search www.utm.edu/vlibrary/search.shtmlml
Thiesen, Tony. (2002). www.sedl.org/loteced/communique/n06.htmlml
Differentiated Instruction in the Foreign
Language Classroom: Meeting the Diverse Needs
of All Learners [Electronic version].
LOTE CED Communique Newsletter 6,1 -8
University of Texas at Austin: Foreign Language http://utopia.utexas.edu/educators/foreign.htmll
Lesson Plans for K-12 Educators
Rosetta Stone Software www.rosettastone.com
Jump Start Software www.jumpstart.com
KidSpeak Software www.transparent.com/products/kidspeak.htm
Power-Glide Software www.power-glide.com
Handheld Handhelds in the Classroom www.education-world.com/a_tech/tech083.shtml

Devices Handhelds Go to Class www.edutopia.org/php/artide.php?id=art_955
Learning Best Practices: Instructional http://wblrd.sk.ca/~bestpractice/centres/

Centers/ Strategies & Techniques: Learning Centers
Stations KathySchrock's Guide for http://school.discovery.com/schrockguide/edlearn.html
Educators/Learning Centers
Math Stations www.mcps.k12.md.us/curriculum/enriched/giftedprograms//
mathstations.shtm
Lesson Plans 4 Teachers (great teaching tools for rubrics, www.4teachers.org/tools//

or Multiple notes, activities with Web links, and so forth)
Resources Cool Teaching Lessons and Units www.coollessons.org/coolunits.htm
(plus student and teacher resources)
Education World's Tech in the Classroom: http://db.educationworld.com/perl/browse?cat_id=6598
Online Projects
Hazel's Homepage Site Index www.marshall-es.marshall.k12.tn.us/jobe/siteindex.htmltml
Interactive Classroom www.ga.k12.pa.us/curtech/interactive/interactive.htm
Internet 4 Classrooms: www.lnternet4classrooms.com/lesson.htmm
Lesson Plans and Templates
Laptops in the Classroom http://moore.portlandschools.org/ibook/science.htmlm;l
Squeakland www.squeakland.org
Teaching with Podcasts http://teachingwithpodcasts.blogspot.comm
continued

MOOs, DU Rainbow Moo http://it.uwp.edu/rainbow/
MUSHes, Chats, CU-SeMe for Elementary Education http://pixel.cs.vt.edu/~rmohn/k12/edcusm.htmlml
CUSeeMe,
Global SchoolNet Foundation www.globalschoolnet.org
KeyPals,
and so forth Kidlink Global Networking for www.kidlink.org
Youth through Secondary School Age
Knowledge Network Explorer: www.kn.pacbell.com/wired/vidconf/directory.cfmm
Video Conferencing Directory
Mundo Hispano (MOO) www.umsl.edu/~moosproj/mundo.htmlml
Music Grosse Pointe Public Schools7 www.gpschools.org/ci/ce/elem/music/music.htmm

Technology Integration Resources for Music
Heartland Technology Infusion www.aea11.k12.ia.us/tech/TIC/MusicGems.pdfpdf
Team's Music Gems
New Hampshire Public Television Network's www.nhptv.org/kn/vs/musla2.htmm
Classroom Internet Library:
Music Lesson Plans & WebQuests
TeachersFirst Resource Listings www.teachersfirst.com/20/tchr-subj-date.cfm?subject=27&lower=
1&upper=5
Vermont Midi Project www.vtmidi.org
Midi Software
Music Ace and Music Ace 2 Software
Making Music and Making More Music Software http://www.viva-media.com/product_info.php?products_id=
36&osCsid=884b1e946fc726204b75f3d6647e
Band in a Box Software http://www.viva-media.com/product_info.php?products_id=
46&osCsid=884b1e946fc726204b75f3d6647e
Physical Grosse Pointe Public Schools' www.gpschools.org/ci/depts/pe/home.htm

Education Physical Education Resources
Hartland Technology Infusion www.aea11.k12.ia.us/tech/TIC/Physical Education Gems.pdf
Team's Physical Education Gems
Mrs. Donn's Lesson Plans & Activities for Kids & http://lessonplans.mrdonn.org/health.html
Teachers: Physical Education, Health & Nutrition
Teacher Tap: Internet Resources http://eduscapes.com/tap/taphealth.htmlm;l
for Health, Fitness, and Physical Education
Health-Related Fitness Tutorial Software Product description: www.pesoftware.com/Technews/news0506.html
Product: http://shop.pesoftware.com/ViewProductasp?misc=
18&prod=143
Hardware appropriate for physical
education: GPS devices, heart monitors,
pedometers
continued

Virtual Internet 4 Classrooms: Virtual Field Trips www,lnternet4classrooms.com/vft.htmm
Field Trips Saskatoon (East) School Division http://sesd.sk.ca/teacherresource/virtualtour/virtualtours.htmm
No. 41: Virtual Tours and Field Trips www.theteachersguide.com/virtualtours.htmll
The Teacher's Guide: Virtual Fieldtrips
The WWW Virtual Library http://vlib.org
Tramline (trial software, discussion boards, trips) www.field-guides.com
Two Way Interactive Connections www.twice.ee/fieldtrips.html
in Education: Videoconference Field Trips
Virtual Field Trips www.uen.org/utahlink/tours/s/
Virtual Field Trips www.virtual-field-trips.comm
Virtual Schoolhouse www.ibiblio.org/cisco/schoolhouse/
Webcams CamVista www.camvista.com/worldcams/

EarthCam www.earthcam.com
Surf ing the Net with Kids: www.surfnetkids.com/animalcams.htm
Animal Cams
WebCam Central www.camcentral.com
WebQuests (Dr. Sass') WebQuests Across the Curriculum www.cloudnet.com/~edrbsass/Webquest.htmll

A Virtual Library of Useful URLs: 371.3 WebQuests www.aresearchguide.com/Webquests.html
(arranged by Dewey decimal system)
Foreign Language WebQuests www.serve.com/shea/fLWebquest.htmm
Pre-WritingYourWebQuest http://tommarch.com/learning/prewrite.php
Waukegan Community District www.waukeganschools.org/teachers/stories/storyReader$244
Unit 60: WebQuests
WebQuest Templates http://Webquest.sdsu.edu/LessonTemplate.htmll
CHAPTER 9
Using Technology to
Assess Learning
When educators think of the term assess-

ment, the image of paper and pencil usually
comes to mind. The thought of paper and
pencil tests may be buried deep in teachers7
brains, because for many years, this type of
test was about all that many teachers used to
assess learning. Today, however, teachers can
use many types of assessment strategies to
measure learning and discover information
needed for differentiating instruction.
Just to clarify terms, assessment means the collecting of data to more completely
understand students' current knowledge and skills as well as their readiness, inter-
ests, and learning profiles. Evaluation, on the other hand, concerns the summative
analysis of learners' skills, abilities, and performances at a particular time in order
to make judgments and compute letter grades. Evaluations are usually made at the
end of a card marking, semester, or school year.
In this chapter, we'll focus on three categories of assessment:
1. Pre-assessment: assessment that occurs prior to an instructional segment

2. Formative Assessment: assessment that takes place simultaneously with
instruction and learning
3. Summative Assessment: assessment that follows instruction and is used for
evaluation purposes
We'll also review some common assessment strategies and, along the way, how
technology can help you move beyond these conventional strategies. If you'd like
more information and resources regarding assessment of student technology skills,
get hold of Resources for Student Assessment (Kelly & Haber, 2006).
CHAPTER 9 Using Technology to Assess Learning
Curriculum-Instruction-
Assessment + Technology
The three components of any course are
1. curriculum or content,
2. instructional strategies teachers use to deliver that content, and
3. assessment that measures how well content learning goals have been
accomplished.
Assessment plays an important role because it measures student learning, provides

feedback on instruction, and provides data and direction for modifying and differ-
entiating curriculum.
We like the diagrams portrayed on the Manatee County School District (Florida)
Web page; the USD 204 Bonner Springs/Edwardsville, Kansas, site; and the FLAG
site (see chapter 8's resources section for links to these sites). All three illustrations
show the traditional interrelationship between curriculum, instruction, and assess-
ment, with the three parts making up the whole.
However, we propose an updated model that includes the technologies both

students and educators use in instruction, curriculum, and assessment. Instruc-
tional technologies have such a powerful impact on teaching, learning, and
assessment, as well as on 21st-century skills, that the technology component can
stand on its own. That said, our model consists of the four components fitting
tightly together as pieces of the learning and teaching puzzle.
Technology is changing the ways curriculum is provided, delivered, and assessed.
Most of the newer K-5 software products, for example, have built-in assessment
tools so that pre-, formative, and summative assessments can be made.
FIGURE 9.1 •
Model depicting
the interrelation-
ships among
curriculum,
instruction,
assessment, and
technology
StudyDog (www.studydog.com) is a good example of newer software in which

the content is provided, delivered, and assessed electronically. StudyDog is avail-
able free to low-income families. A school version with enhanced features is also
available for purchase. Notice in the chart below the content StudyDog delivers
per grade level. Each level also uses a tracking system of points to show progress
and achievement. The school version employs a diagnostic reading test and weekly
e-mail reports to parents.
Level 1 Le.vel Level 3
Pre-K Grades K-1 Grades 1-2
Features 21 lessons covering Features 21 lessons covering Features 25 lessons covering

areas of the alphabet, topics such as rhyming vowels, contractions,
consonant sounds, rhyming words, sight words, vowels, consonant blends, complex
words, sight words, and more contractions, and consonant words, spelling, word families,
blends and more
FASTT Math (www.tomsnyder.com/products/product.asp?SKU=FASFAS) is

another software program that delivers content based on three types of assess-
ment. The Placement Quiz (Fig. 9.2) assesses students' fluent and non-fluent facts.
Based on this assessment, the program creates a customized course of study for
individual students.
During instruction, the program generates frequent, automatic assessments to
ensure that students are receiving the correct amount of practice exactly where
they need it. Finally, the Fact Fluency Foundations guide provides assessments for
teachers to determine where students need additional help.
FIGURE 9.2 •
FASTT Math's
placement
assessment
FIGURE 9.3 •
FASTTMath
features adaptive
instruction,
customizing
instruction to
target fluency
gaps.
Figure 9.2 shows sample results of a placement assessment in FASTT Math. Color
shading indicates the facts the student is already fluent in, the facts the student
will currently focus on, and facts to be learned. Figure 9.3 illustrates customized
instruction to help the student visualize and learn the facts. In FASTT Math soft-
ware, the computer assesses students' progress and specifies individual instruction
based on students7 responses.
Destination Math and Destination Reading (www.riverdeep.net) are two online,
content-delivered programs with built-in assessments and tracking. You can get a
free trial of several products to use with your students.
From these programs alone, you can see how technology is making assessment
quite easy to manage. Even if your district can't afford commercial programs, you
can let technology help you assess learning in many ways. So let's get started!
Pre-Assessment
The purpose of pre-assessment is to gather information and diagnose learners'
entry levels. Pre-assessments determine students' current level of readiness,
interest, or learning profile and allow teachers to meet students wherever they
currently are. In other words, the intention of any pre-assessment is to know as
much about learners as possible. There are several reasons why pre-assessment
is useful.
Purpose
m Identify learners' individual needs in order to design adjustable
assignments.
• Develop multiple strategies to meet learners' needs.
• Measure students' knowledge and skills to determine appropriate
content and pacing.
• Compare pre-assessments with summative assessments to see growth.
• Determine what students already know and understand about a unit
of content.
• Determine which areas of content will require review, reteaching, or
enhancement.
• Gain knowledge of students' interests, readiness, and learning profiles
to help determine flexible groups.
Characteristics
m Precedes instruction.
• Used to check for prior knowledge and skill levels, identify
misconceptions, and measure learners' readiness, interests, and
learning preferences.
• Not graded.
Examples
Checklists. Checklists can be set up in different formats, ranging from very

simple yes or no questions to more complex surveys that rate skills on a scale.
For example, you might create a writing assessment checklist in which students
check off whether they know writing mechanics and story elements and can
identify or define them. Or you might create an assessment checklist for evaluating
technology skills.
A checklist can be created in table format, with the assessment items in the first
column, space for checkmarks in the second column, and space for comments in
the third column (Fig. 9.4).
Add Checklists can be easily set up in Word or Excel by creating a table with several columns
Tech! and rows. You can also customize a checklist by using the online PBL Checklist Generator at
http://pblchecklist.4teachers.org.
Technology Skill: Multimedia Level Comments

Students will plan, design, and communicate N= Novice
a simple multimedia project for an audience. D = Developing
H-High
N D H
Can choose an appropriate design layout.
Can choose an appropriate background.
Can present the multimedia project in

electronic and printed format.
Can insert text.
FIGURE 9.4 • Sample tech assessment checklist
Entrance Cards. Prior to a lesson, students respond in writing to a question or set

of questions posed by the teacher or physically move to a part of the classroom that
defines their knowledge about a certain topic.
Add Create questions in Word or Publisher and print them or make the documents available for
students to use. Another way technology can help you is in the making of classroom signs. You
Tech! could create your signs in Word or Publisher or use the online tool Project Poster at http://
poster.4teachers.org. Make four signs such as Hardly Ever, Sometimes, Often, and All the Time,
or words of your choice. Print the signs and post them in four corners of your room. Ask students
to respond to your prompt by moving to the corner of the room with the sign that most closely
matches their learner knowledge of the topic.
KWL Charts. KWL charts are used to assess what students already know (K), what
students want to know (W), and what students have already learned (L). KWL
charts are an effective pre-assessment tool as well as a tool for evaluating students'
level of understanding.
Add A KWL chart can be created in Word by Inserting a table with three columns. You can also use
one of the KWL charts found in the Resources section.
Tech!
Observations and Anecdotal Records. Students complete a task or activity as

the teacher observes, takes notes, and records progress using a checklist or form.
Observation is a fine assessment tool that can be used at any time.
Add You can create your own custom form in Word and print several copies to use on a clipboard
in the classroom. If you have a handheld computer, you could create a form for that device and
Tech! use it to record your observational notes on your handheld for upload later to your laptop or
desktop computer. More information about handheld assessment as well as two forms from
Saskatchewan Learning are listed in the chapter resources.
Pretests. Pretests are designed to point out where students are in particular content
areas and skills and can be used for guiding differentiated instruction. Pretests are
often used in conjunction with curriculum compacting. We described strategies for
compacting curriculum in chapter 5.
Add Teachers can use technology for pretesting and scoring. Many teachers use posttests, or a
derivation of them, as pretests. Newer software also empowers you to create your own. Take a
Tech!
look at Electronic Assessment Creation Tools in the Resources section, which provides several
sites for you to explore. In addition, you might want to look at some of the Microsoft tutorials for
creating your own tests.
Response Cards and Devices. Students use paper cards to respond to questions
posed by the teacher. The students hold up their answers for the teacher to check
responses. (Example: Yes/No cards are cards students make, with Yes on one side
and No on the other. Teachers ask a review or introductory question. Students who
know the answer hold up the Yes card; students who don't know the answer hold
up the No card. This tool is especially useful when introducing new vocabulary
words that students need for a new unit of study.)
Add Response cards can be made with word processing software and laminated for long-term
use. Better yet, have your students design them in Kid Pix or similar software. New handheld
Tech!
response devices made by elnstruction, CPS, and other companies make responses really exiting.
These tools are about the size of a TV remote control device Students press buttons on the tools
to respond to questions and other content posed by the teacher. Each response is recorded, and
the sum of responses can be shown statistically. The teacher can also see who has and hasn't
answered questions because each remote device has its own tracking number.
Surveys and Inventories. Surveys and inventories are forms that contain a set of
questions for gathering information.
Add Surveys and inventories can be designed using Word. You can create a form and protect
Tech! it so that it can't be altered. You can also create a form for posting on the Web. However,
exciting new Web-based software does a lot of the work for you in terms of design. Both
Zoomerang and SurveyMonkey offer free (limited) accounts. Check out the Resources section
to explore these tools.
Formative Assessment
Just as pre-assessment is an important strategy, so is ongoing assessment. The
purpose of ongoing assessment is to take a "temperature check" of the classroom
climate. Teachers will also want to offer corrective feedback in a timely manner so
that students have opportunities to improve and you can document student perfor-
mance to guide instructional decisions.
In Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001), the
authors quote researcher John Hattie, who states, "[T]he most powerful single
modification that enhances achievement is feedback. The simplest prescription for
improving education must be 'dollops' of feedback" (p. 96).
The authors discuss four generalizations about the use of feedback:

1. Feedback should be corrective in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide some of their own feedback.
Purpose
• Provides students with information about what they currently under-
stand and have learned up to a particular point in time.
• Provides students with information about how they might improve their
understanding and skills.
• Provides feedback as soon after assessment as possible.
• Identifies gaps in learning or where students have exceeded expectations.
Characteristics
m It occurs in the context of an activity or process.

• Feedback is from a variety of perspectives: peer, self, and teacher.
• Criteria for assessment are relevant to the content and context at hand.
• Feedback can be in the form of praise, constructive criticism, and guid-
ance.
Examples
Anecdotal Records. Short accounts or descriptive notes that describe students7

behavior.
Add Since anecdotal records are really teacher notes, teachers can use technology to set up forms
for recording or they can use handheld devices to record the information as they walk around the
Ttch! classroom. The resources section offers sample forms and information about using handhelds for
assessment.
Checklists. Formatted lists of behaviors that teachers check off as specific actions
are carried out or skills have been mastered. Checklists should be specific, easily
obs ervable behaviors that are age appropriate. Checklists can be set up in different
formats ranging from very simple, checking yes or no, to more complex, rating
skills on a scale.
Add Previously discussed under pre-assessment, checklists are also valuable tools for ongoing
Tiech! assessment.
Discussion Questions. Open-ended questions that help teachers gather informa-

tion on students7 readiness.
Add The contemporary format of classroom discussion questions is the blog or electronic
Tech! discussion group. As long as a blog can be contained on a secure server (nonpublic), it can be
safe for students to use. Commercial products such as Gaggle (www.gaggle.net) and KidzBlog
(www.haranbanjo.com/kidzblog/) offer safe and secure settings; however, any blog must be
monitored. Blogs can be used for almost any topic, including novel discussion, sharing ideas, and
ongoing assessment.
Peer Review. A process that allows learners to give written or verbal feedback
to other learners. Peers can use checklists or rubrics, or give a written or verbal
response to peers' work.
Add Peer review documents can be created In Word and used electronically or in print. The
Resources section offers several examples of peer review forms.
Tech!
Learning Logs. Short, ungraded, unedited writing that reflects on learning activi-
ties. The writings serve as a sort of journal for children to promote thinking in
their writing.
Add Learning logs can be created in Word and used electronically or In print format.
Tech! The Resources section offers an example of a learning log form.
Observations. A method for circulating among flexible groups to learn how

students are processing ideas and understanding concepts.
Add Use the anecdotal forms described earlier in this section or create a checklist using technology.
Tech!
Reflective Journals. A process that can be used for students to reflect on their own
learning. They can be open-ended, or the teacher can provide guiding, reflective
questions for students to respond to. Journals provide insight on how students
are synthesizing their learning, but they also help students make connections and
better understand how they learn.
Add Journal page samples are provided in the Resources section; however, it's easy for you to
make your own template in Word or Publisher or a similar program. A newer software program,
Tech! Stationery Studio, encourages young writers to record their thoughts and reactions to writing
prompts. Printed pages from this software could be bound into a journal at the end of the year.
Response Cards. A strategy used with the whole class for responding on cue, as a
group, to teacher questions. Response cards are similar to exit cards except they're
used during instruction and before the end of a unit.
Add Previously described in the pre-assessment section of this chapter, response cards are also
useful for ongoing assessment.
Tech!
Running Records. A tool used to record the errors or miscues students make
while reading. Running records help determine the difficulty level of texts so that
teachers select appropriately leveled books and materials.
Add Forms for running records used in reading assessment can be created in Word.
Samples and printable forms are listed in the Resources section.
Tech!
Summative Assessment
The paper and pencil tests referred to earlier in this chapter were usually post-
learning assessments teachers gave to assign grades. Today's after-learning
assessment strategies take on different shapes and forms.
Purpose
• Assess students7 success in attaining knowledge, concepts, and skills that

were the goals of instruction.
Characteristics
• May allow for a demonstration of learning using a preferred mode of

learning.
• Allows for demonstration of what students have learned.
• Represents a culmination of learning experiences.
Examples
Checklists. Checklists use an easy-to-score format, with a key or space for tallying
results. They can be used to identify steps completed or understood, as well as
skills that have been mastered.
Add Checklists are easy to create using a word processor. Check the Resources section for examples
and tips.
Tech!
Exit Cards. Exit cards are an easy 5-minute activity to check student knowledge
before, during, and after a lesson or complete unit of study. Students respond
to two to three questions posed by the teacher. Teachers can quickly read the
responses and plan necessary instruction.
Add Exit cards can be created using PowerPoint to show to the entire class, or using Publisher or
Tech! ^^ ôr inc''v'c'ua' carc'St ^ck the Resources section for examples.
Portfolios of Work Samples. Portfolios contain artifacts of students' work. Tradi-

tional portfolios are paper and pencil, while electronic portfolios may be entirely
digital. That is, students' 100% digital portfolios contain products made only with
technology tools. Older students may create a portfolio in PowerPoint, for example,
and hyperlink to digital art and artifacts created in MS Paint, MS Office, and other
software. An example of a student-led conference and portfolio template is avail-
able as a download at www.rst2.edu/ctee/files/elecPort.ppt/.
Cathleen Chamberlain's site (www.electricteacher.com/onlineportfolio/) includes
examples, tips, pre-steps, and more about digital portfolios. Dr. Helen C. Barrett's
page (http://electronicportfolios.com/ALI/) offers guides to creating portfolios
in several software applications. Check our Web site (www.everythingdi.net) for
directions on making a portfolio in PowerPoint.
Add Electronic portfolios can be created with PowerPoint Word, FrontPage, or similar software,
or with commercial portfolio software. These digital portfolios contain artifacts created with
Tech! technology software.
Product Assessment Tools. You can assess student products constructed

according to guidelines and rubrics that are presented prior to product develop-
ment. Students can use project-scoring guides and self-assessment exercises to
self-grade their products.
Add Product assessments can be created in Word or Publisher in the form of rubric tables or Likert
scales for self-grading of products. Open-ended student-reflective exercises can also be created
Tech! to assess self and team.
Rubrics. Rubrics are scoring tools that list the criteria for a product or
performance. They show gradations of quality for each criterion in a range
from poor to excellent. Rubrics should be both qualitative and quantitative.
Use specific language to help students understand goals. Figure 9.5 is an example
(from a writing rubric) of the way many teachers write rubrics. These details are
too vague for students.
Expert Almost There On the Way Starting
Mechanics No grammatical, Almost no A few Many

FIGURE 9.5 •
spelling, or grammatical, grammatical grammatical,
Rubric that is too punctuation spelling, or spelling, or spelling, or
vague for proper errors. punctuation punctuation punctuation
assessment errors. errors. errors.
The revisions shown in Figure 9.6 make the rubric more specific. Now there's clear,
concise, qualitative, and quantitative language.
OutstANDING gOOD sATISFACTORY Beginning

4 POINTS 3 POINTS 2 points 1 point
Mechanics 0%-5%ofthe 6%-10%of 11%-19%of 20% or more of

writing has the writing has the writing has the writing has
FIGURE 9.6 • grammatical, grammatical, grammatical, grammatical,
Rubric improved spelling, or spelling, or spelling, or spelling, or
with more specific punctuation errors. punctuation errors punctuation errors. punctuation errors.
language
Add Construct your own rubrics by looking at those created by other teachers. Examples abound
at
Tech! ^\faf, the Chicago Public Schools, and Kathy Schrock's Guide. One caution about rubrics:
although RubiStar and other sites foster the creation of rubrics, we've seen many rubrics that are
not high quality.
Self-assessments. Students use self-assessments to reflect on their own

learning and to evaluate specific criteria in order to assess that learning. Teachers
may use checklists, rubrics, or open-ended questions to prompt students in their
self-assessments.
Add Teachers can use Word to set up checklists or surveys, or use self-assessment examples from
Tech! the resources section.
Teacher-made tests. These assessments are constructed by teachers to determine

what students have learned after teachers have taught a skill or a unit of instruc-
tion. Teacher-made tests may include open-ended and essay questions, multiple
choice and true or false questions, fill in the blank and matching questions, and
blank-page assessments in which students write what they know about the topic.
Add Tests can be easily made in Word or any word processing program. However, newer online test
creation software (see Electronic Assessment Creation Tools in the Resources section) is fun to use
Tech! as well as productive. If you use Discovery Education unitedstreaming, Quiz Center is a unique way
to combine assessment with video streaming content.
Another engaging way to assess a group of students is through an electronic game

format such as Jeopardy or Millionaire. Free PowerPoint game templates are avail-
able on the Web. However, we like the commercial products from FTC Publishing
(www.ftcpublishing.com). Links and sample games are available in the resources
section at the end of the chapter.
The sample screenshots below illustrate matching and Jeopardy-like games that
can be purchased from FTC Publishing.
In the Deliberation game, you place a picture of your choice on a background layer
behind the game board. The picture is slowly revealed as players match pairs of
text, images, or text with image.
For this fourth-grade example, we used Michigan state symbols and asked students
to match a picture of each symbol to its corresponding words. The team or student
calls out two numbers, such as 4 and 12. The teacher "shows" what is behind the
numbers 4 and 12. If there's a match, part of the picture is revealed. If there isn't
a match, the teacher "hides" the mismatch, and the numbers for the next pair are
called. Students eventually remember matching pairs and the picture behind the
board is revealed.
The Communication game features a Jeopardy-like board in a colorful format.

Using this game, we created a Women's History Month game for fifth-grade
students. As in the real Jeopardy game, three individual players or three student
teams select a category and answer in the amount of $100-$500. The answer is
revealed and the correct question must be asked to gain credit. Score can be added
as the game continues. A Final Challenge and wager complete the game.
Chalkboard Challenge, another Jeopardy-like game, offers a more traditional

look for two classroom teams or group assessment. Using this game template, we
created a Revolutionary War game with five categories (People 1, People 2, Battles,
Places, and Things) for fifth-graders. It's played in the same way as the Communi-
cation game.
FIGURE 9.7 •
FTC Publishing's
Deliberation!
matching game
FIGURE 9.8 •
FTC Publishing's
Communication
question and
answer game
Wrapping Up Assessment + Technology

We hope you see numerous new ways to use technology to assess the various
stages of student learning. For additional help, please check out the resources
section to investigate strategies to use in your classroom. Also check out www.
everythingdi.net.

Assessment A Checklist for Effective Questioning www.pgcps.org/~elc/Jsquestion7.html
and Rubric Scholastic Assessments www.teacher.scholastic.com/professional/assessment/indexbk.htm
Links
Discovery School/Kathy Schrock's http://school.discovery.com/schrockguide/assess.html
Assessments
Authentic Assessment Toolbox http://jonathan.mueller.faculty.noctrl.edu/toolbox/x/
Blogs Class Blogmeister http://classblogmeister.com

Education World www.education-world.com/a_tech/tech/tech217.shtmlml
Gaggle Blogs http://gaggle.net/gen?_template=/templates/gaggle/html/blog/
KidzBlog http://haranbanjo.com/kidzbl//og/
Books Resources for Student Assessment

(Kelly &Haber, 2006)
Checklists Computer Skills www.kgcs.k12.va.us/tech/ss/elementary_middle_schooLcurriculum.htm

Computer Skills www.mcsdk12.org/dept/computer/comp_elem_skills.htm
Make a Checklist in Word http://office.microsoft.com/en-us/assistance/HA011624511033.azspx
Math Skills www.pvsd.k12.pa.us/salisbury/Math Skills Lists/MathSkills.htm
Number, Data, and Space http://investigations.scottforesman.com/assessment.htmlmll
PBL Checklist Generator http://pblchecklist.4teachegrs.org
Reading Skills www.pvsd.k12.pa.us/salisbury/ReadingSkillsLists/ReadingSkills.htm
Curriculum, FLAG (Field-tested Learning www.flaguide.org/start/assess_in_context.phpp

Assessment, Assessment Guide)
and Instruction Manatee School District www.manatee.k12.fl.us/curriculum/assessment/assessment.htm
Models
USD 204 Bonner Springs/ www.usd204.k12.ks.us/cia/
Edwardsville,KS
continued

Electronic Online Assessment Resources for www.uwstout.edu/soe/profdev/assess.shtml
Assessment K-12 Teachers
Using Electronic Assessment to www.nga.org/Files/pdf/ELECTRONICASSESSMENT.pdf
Measure Student Performance
Electronic CPS Response Pads www.pearsonncs.com/cps/index.htm

Assessment elnstruction www.einstruction.com/index.cfm?fuseaction=K12.Display&Header=K12
Hardware
Handheld Assessment http://thejournal.com/the/learningcenters/center/?msid=14
www.tribeam.com/educator.html
Examples Anecdotal Record Form www.sasked.gov.sk.ca/docs/wellness/pdfs/pdf10.pdf

and Forms www.sasked.gov.sk.ca/docs/kindergarten/anecdot.pdf
Create Class Surveys with Excel www.educationworld.com/a_tech/techtorial/techtorial082.shtml
Create Survey Forms from a Word www.bbk.ac.uk/ccs/docs/word/5-110.pdf
Table
Design a Survey Using Microsoft Word, Then www.microsoft.com/education/designsurvey.mspx
Evaluate the Data Using Microsoft Access
Journal Pages http://penmanship.donnayoung.org/journal.htm
www.abcteach.com/MonthtoMonth/June/journal1.htm
How Did I Do At? www.saskschools.ca/~ischool/physedpd/MAY11-FINALLY/assessment/
pages/p228.htm
How Did I Help My Team www.readwritethink.org/lessonjmages/lesson218/help.pdf
KWL Chart www.eduplace.com/graphicorganizer/pdf/kwl.pdf
www.nwrel.org/learns/resources/organizers/kwl.pdf
KWLForm http://teacher.scholastic.com/lessonplans/graphicorg/kwl.htm
Learning Log www.accessola.com/osla/toolkit/Resources.html
Peer Assessment www.saskschools.ca/~ischool/physedpd/MAY11-FINALLY/assessment/
pages/p225.htm
PowerPoint Flash Cards www.thinkbright.org/teachers/viewResource.asp?contentid=4401
Reading Log http://aumedal.net/dnn/ohes/Download/tabid/267/
(download Reading Log 4-5 and
Reading Log K-3)
Self-Assessment Rubric www.readwritethink.org/lesson_images/lesson277/rubric.pdf
Student Assessment Form www.saskschools.ca/~ischool/physedpd/MAY11-FINALLY/assessment/
pages/p220.htm
Student Grid Assessment www.readwritethink.org/lesson_images/lesson851/grid.pdf
Technology Self-Assessment www.bham.wednet.edu/technology/techself.htm
continued

Electronic APIus Math Flashcard Creator www.aplusmath.com/Flashcards/Flashcard_Creator.htmlml
Assessment Creating Tests with Microsoft Word www.educationworld.com/a_tech/techtorial/techtoria!020.shtml
Creation
Discovery School Quiz Center http://school.discovery.com/quizcenter/quizcenter.htmlml
Tools
Easy Test Maker www.easytestmaker.com
E.L. Easton http://eleaston.com/quizzes.mltml
Game-0-Matic http://clear.msu.edu/dennie/matic/
Hot Potatoes http://hotpot.uvic.ca
MS Templates for multiple-choice http://office.microsoft.com/en-us/tempes/lates/
and true/false tests TC100357581033.aspx?pid=CT101435311033
http://office.microsoft.com/en-us/FXxx012319191033.aspx
Personal Educational Press www.educationalpress.org
QuizStar http://quizstar.4teachers.orgg
SurveyMonkey www.surveymonkey.com/Pricing.asp
RubiStar http://rubistar.4teachers.ogrg
Chicago Public Schools- http://intranet.cps.k12.il.us/Assessments/ldeas_and_Rubrics/
Ideas and Rubrics ideas_and_rubrics.htlml
KathySchrock's Guide http://school.discovery.com/schrockguide/assess.html
Test Pilot www.clearlearning.co.m
The Kid-Friendly 4-Point www.cde.state.co.us/cdeassess/documents/csap/rubrics/Kid-Friendly
Rubric for Students 4-PtRubricStudents_Eng.fpdf
Zoomerang http://info.zoomerang.com/products.htm.m
Exit Cards Exit cards www.mcps.k12.md.us/curriculum/enriched/giftedprograms/

instructionalstrategy.shtm
Exit slips www.saskschools.ca/curr_content/bestpractice/exit/
Sample card www.animalrangeextension.montana.edu/amazgraze/images/
exitcard3-largef.gif
Portfolios Create Student Portfolios with www.educationworld.com/a_tech/techtorial/techtorial044.shtml

Hyperlinks
Electronic Portfolios in the K-12 www.educationworld.com/a_tech/tech/tech111.shtmmlll
Classroom
Electronic Portfolios: Students, http://eduscapes.com/tap/topic82m.htm
Teachers, and Lifelong Learners
E-portfolio Fever www.educationworld.com/a tech/techtorial/techtorial038.shtml
continued

PowerPoint FTC Publishing http://ftcpublishing.com
Games Jefferson County Schools' http://jc-schools.net/ppt.html
PowerPoint Collection
Parade of Games in PowerPoint http://facstaff.uww.edu/jonesd/games/
PowerPoint Games http://jc-schools.net/tutorials/PPT-game/s/
Write On: PowerPoint Games http://jc-schools.net/write/games/d/
Pre- Counter Squares www.amblesideprimary.com/ambleWeb/mentalmaths/countersquare.html

Assessments Dolch Site Words www.mrsperkins.com/dolch.hmtm
Group Response Cards www.interventioncentral.org/htmdocs/interventions/classro/om/
groupresp.php
Multiplication Table http://office.microsoft.com/en-us/templates/TC060900071033.aspx?

CategorylD=CT063739921033
PowerPoint Collection http://jc-schools.net/ppt.html
Project Poster http://poster.4teachers.org
Scribble Square www.amblesideprimary.com/ambleWeb/mentalmaths/scribblesquare.html
Student Peer Assessment http://office.microsoft.com/en-us/templates/TC012120231033.aspx?
pid=CT101442071033
Multiplication Tables through 12x12 http://office.microsoft.com/en-us/templates/TC0609000710.33.
(PowerPoint template) aspx?pid-CT101446261033
Multiplication Tables 9/pg http://office.microsoft.com/en-us/templates/TC010184091.3.33.
(Excel template) aspx?pid=CT101446261033
The Table Trees www.amblesideprimary.com/ambleWeb/mentalmaths/tabletreesml.html
Running Reading a-z.com www.readinga-z.com/newfiles/levels/runrecord/runrec.htmlml

Records Running record forms www.readinga-z.com/guided/runrecordml.html
Forms, tips, and codes www.hubbardscupboard.org/guided j-eading-htmltfRunningRecords
Software Destination Math http://rivapprod2.riverdeep.net/portal/page?_pageid=353,110730&_

dad=portal&_schema=PORTAL
Destination Reading www.riverdeep.net/portal/page?_pageid=353,138397,353_138398&_
dad=portal&_schema=PORTAL
FasttMath www.tomsnyder.com/Products/product.asp?SKU=FASFAS
FTC Publishing http://ftcpublishing.com
Stationery Studio www.fablevision.com/stationerystudio/product.mhtm
StudyDog www.famlit.org/studydog/
(Free version which can track up to 20 users)
StudyDog www.studydog.com
(Commercial version)
CHAPTER 1 0
Using Technology to Manage

Your Differentiated Classroom
In a previous chapter we referred to the many hats

teachers wear during their teaching careers. In addi-
tion to all the roles we play in the classroom, other
substantial responsibilities consume our time and
energy. In fact, the administrative tasks we must
perform tap some of the time and energy reserves
needed to maintain teaching at high levels for the
benefit of our students.
Beyond the physical demands of teaching our
students, we must adhere to local, state, and national
standards that require formal assessment. Teachers of
the 21st century also have to cope with the emotional
challenges and baggage that students carry with
them, which can impact the learning environment,
the students' ability to perform, and the safety of
all students, staff, and administrative personnel.
Sometimes it seems as if we're acrobats on a tight-
rope, striving to keep our balance as we're pulled in
different directions!
These challenges are sizable. As we turn to the day-to-day operation of our own
classrooms, we may wonder if managing a differentiated classroom will seem
overwhelming, too. Students are always on the move as a result of learner choice
and flexible grouping. Honoring all of our students' diverse learning profiles, levels
of readiness, and interests may seem next to impossible. Establishing an emotion-
ally encouraging learning community and an inviting physical environment is no
easy task. However, you might already have met those challenges head on, without
c H A p T E R 10 Using Technology to Manage Your Differentiated Classroom
the support of two powerful allies: technology, and instructional and management
strategies. This chapter covers this important area of differentiation.
In this chapter, we discuss administrative concerns and effective tactics that will
help you create an organized, successful classroom, such as the creation of a posi-
tive learning environment and classroom setup. Tactics include scaffolding, a
support mechanism that's a form of guided practice, enabling students to make the
leap to a more advanced academic level. They also include anchor activities (some-
times called anchoring, or extending), a management strategy that can cultivate
student autonomy and enhance comprehension of key concepts. When students
have completed their current task, they can move to tech-related anchor activities
that supply meaningful options. Students can choose from a menu of activities
based on their interest and readiness.
As promised in chapter 5, "Using Technology to Differentiate by Content/' we'll

investigate learning contracts because they marry nicely with anchoring and make
room for many choices and higher levels of student responsibility. Technology and
instructional and management strategies will surely add to your poise and grace as
you perform your daily tightrope act in the classroom.
The Learning Environment:

A Critical Component for Success
There is a particular practice that provides the framework for our current educa-
tional system, although its success truly defies human comprehension. What are
we describing? A classroom of 25 or more elementary students of the same age!
Think for a moment how remarkable it is that your classroom functions effectively
on a daily basis and pat yourself on the back! Now consider the interruptions and
the challenges you and your pupils confront each day. We're certain you can come
up with a fairly lengthy list.
Whether you've taught for 9 months or 9 years, you recognize the obstacles that
present themselves as you attempt to establish a positive learning atmosphere:
unruly behavior, numerous assessments, movement to encore classes, human self-
centeredness, dysfunctional family situations that affect individual students (and
in turn, those around them), and various interruptions from phone calls to P.A.
announcements (and, sadly, bomb threats and other safety-related concerns).
Carol Tomlinson (2001) recently acknowledged the weighty significance of the

learning environment in DI classrooms by identifying it as a classroom element. In
How to Differentiate Instruction in Mixed-Ability Classrooms, she lists seven character-
istics of an "effective learning community" (pp. 21-24). We'd like to take a moment
to name the characteristics for you and briefly describe their importance. You'll
observe that the majority if these traits address emotional concerns.
C H A P T E R 10 Using Technology to Manage Your Differentiated Classroom
1. "Feeling welcomed/' An effective learning community is one in which

students and teachers realize that success comes in all sizes, and they
take pride in their accomplishments. Their value for one another trans-
lates into mutual encouragement and genuine compassion.
2. "Mutual respect is non-negotiable/' Our respect for and acceptance of
our differences is key to the building of a team atmosphere.
3. "Students feel safe in the classroom." Security extends beyond the
boundaries of academic work. Educators and pupils feel free to tackle
risky educational ventures, knowing that neither failure nor requests for
help will be criticized.
4. "There is a pervasive expectation of growth/' Teachers involve students
in goal-setting activities, and some form of growth is expected (and
celebrated) in individualized and group tasks.
5. "The teacher teaches for success/' In an effective learning community,
teachers gently push their students beyond their learning comfort zones
in an effort to guide them step-by-step down the educational path toward
independence. This path accommodates multiple and varied types of
assessments and fosters a sense of self-sufficiency in the learning journey.
6. "A new sort of fairness is evident/' Increased diversity within the
classroom walls requires more flexibility. We must be willing to allow for
alternative methods and options for our very diverse students if our wish
is that all students experience some sense of success.
7. "Teachers and students collaborate for mutual growth and success." As
we impart more responsibility to our students via promotion of peer
support, involvement in problem solving, and increase in accountability
for classroom tasks and academic work, we usually witness some posi-
tive results. Students become more concerned with "shepherding" others
while simultaneously developing autonomy.
Attending to the emotional aspects of our learning communities is usually much

more complicated than arranging a welcoming physical space. Nevertheless, we
can't overlook the impact of the physical environment on our students' ability to
learn and perform. Obviously, we're somewhat limited in terms of the kinds of
modifications we're able to make to the physical layout and condition of the class-
room, but we can make minor improvements.
Following are some ways we can make over our classrooms to ready them for
differentiated instruction. These tactics are based on the principle that pleasing
physical surroundings translate into an increased comfort level for our students.
When our students feel at ease, they experience a heightened sense of security, and
safety is one of the characteristics of an effective learning community.
c H A pT E R 10 Using Technology to Manage Your Differentiated Classroom
1. Organize and place your materials in such a way that they're accessible
to students (at their eye-level and within their grasp).
2. Appeal to your students' five senses in other ways, such as the use of
music or slideshows as they enter the classroom to focus their attention
on the topic of the lesson at hand.
3. To meet the demands of flexible grouping, do the following:
i Allow for adequate space between tables or desks.
* Vary seating arrangements.
11 Allocate a specific area of the classroom for group meetings,
independent work, and free time.
• If possible, position technology hardware in a spot that easily accom-
modates frequent use. (If you have only one computer or must move
to another area, such as a lab, to use technology, don't worry. Many
resources are available to help you successfully work within these
parameters.)
Isn't it amazing to consider all the factors we must take into account before we even
begin communicating content to our students? The good news is that the establish-
ment of an upbeat learning atmosphere is well worth the effort. Students who feel
at home in their classrooms typically work with more confidence and success. Now
let's examine some of those helpful instructional and management strategies that
we mentioned in the introduction. We'll begin with scaffolding.
Support Mechanism: Scaffolding

What foreman would willingly put his employees at risk by refusing to allow
scaffolds at a job site during the construction process? When construction workers
renovate old buildings or erect new ones, scaffolds are necessary to support the
structure. The failure to use scaffolding is a risky venture, particularly when the
building project reaches high into the sky!
The same is true in the classroom. Our students are not unlike the old edifices that
undergo remodeling or the new ones that are raised. No matter how independent
or advanced they may seem, we still need to make sure we provide necessary
support as they progress to higher levels of skill or knowledge. As a teacher who
practices differentiated instruction, you're probably familiar with the support
mechanism called scaffolding, which truly does resemble the type of framework
used by construction workers. Moreover, you might have used some types of
scaffolding already, such as manipulatives, organizers, reading buddies, or study
guides.
Why is it so imperative to supply scaffolding for our students? Scaffolding (some-

times referred to as "guided practice") helps students build on the knowledge
they've already mastered and the skills they Ve already developed. As students
take a step up to the next level of knowledge or skill, they might be tentative
because they're uncertain. They're unsure about what lies ahead, and the step up
seems more like a huge leap. You might envision scaffolding as a booster chair or
stepladder that helps students attain a higher level of skill and emotionally encour-
ages them along the pathway to continued achievement and autonomy.
You might find that your students also need scaffolding to assist them with some
of the technology you incorporate into a particular activity because they haven't
learned how to operate it or can't use it efficiently. It may be necessary to provide
small-group instruction to those who aren't as proficient with a particular tech-
nology, or to allow students to work through one of the numerous tutorials online
to become more familiar with specific software or hardware. In the section that
follows, we'll describe a wonderful support mechanism called peer coaching that
you might employ to assist those who aren't as skilled with technology.
Perhaps the most effective way to provide scaffolding for students who are more
technologically challenged is to use various technological devices to frame the
learning activities you develop, or to embed them so that they seem to be a
natural part of student tasks. For example, in the documents you create, you might
include WordArt, hyperlinks, highlighting, comment boxes, or embedded objects.
These devices appeal to your technology enthusiasts, too, and can work to save
time. If you embed several files (even of different types) within one document,
this prevents you and your students from having to open each file within each
individual software program. If you supply a number of hyperlinks within one
document, you and your students won't have to type or copy and paste each link
into an Internet browser. You might be surprised to find that even your less adept
students will warm up quickly to these user-friendly devices.
The Kent School District in Washington has a very valuable Web site called Scaf-
folding for Learning (www.kent.kl2.wa.us/KSD/IT/TSC/scaffolding/). On this
Web site you'll find numerous resources that describe types of scaffolds and their
purposes, articles about scaffolds, sample lessons involving scaffolds, and a link
to scaffolded templates and activities designed by Kent staff, all at (www.kent.kl2.
wa.us/curriculum/tech/scaffolds/scaffolds.xls).
In addition, here are some basic steps you can use to offer scaffolding throughout
a lesson with new or difficult material. The technology-enhanced project we'll use
as a model below is the image of an explorer that students design (using Microsoft
Paint) for their bookmarks, as described in the I-Search lesson plan in chapter 2.
1. Present the task or skill to your students.

First, select an explorer ahead of time that you'll not allow any of your
students to choose. If possible, print or project a large, clear photo of the
explorer in color (perhaps from clip art, an online encyclopedia, or other
resource so that students can see what he looks like). Explain that you'll
use Paint to produce your own portrait of this explorer, which will later
become a part of the final artifact: a bookmark with images and brief text
about his life. Make sure you're able to project your computer screen so
that students can observe the creation process.
2. As you model the task, think out loud.
You might say something like, "Look at the tool pictures on the left-hand
side of the screen. If you can't remember what a tool is used for, you can
drag the mouse over the tool's picture.
"Think about the shapes and colors that we could use to build a computer
image of this explorer. Does he have any distinct features?
"Let's create a portrait from the shoulders up. A good place to start would
be our explorer's head."
3. Work together to practice the task as a whole class.
Show students how to position and draw the head in a central location
on the screen. After outlining the head, ask them for input. For which
features should you use a brush, airbrush, or pencil? Which colors should
you choose for his face, hair, and clothing?
As they answer your questions, you can complete the computer image,
reminding them of the names of the tools as you use them. Offer them
any tips, hints, or expertise. When your picture is complete, select Save
As, type the name of the picture, and then click on Save.
4. Divide students into flexible groups so that they can learn the skill
cooperatively.
You might decide to have students generate an image of the same
explorer, or you could select a different one for all the students to try.
If possible, allow them to work in pairs so that they each have more
hands-on practice with Paint.
5. Invite individual students to model the learned task as
independent learners.
Students are now ready to begin work on the pictures of the explorers for
their bookmarks.
While you, as the teacher, are responsible for designing and supplying scaffolding
for your students, there's another outstanding support mechanism that requires
little work from your end: peer coaching.
Support Mechanism: Peer Coaching

Whether you're aware of it or not, you might have some superstars in your
classroom who can assist their peers and their teacher! Although we teachers may
not always recognize it as such, technology is a friend to most of our 21st-century
students. When we integrate technology into our coursework, our students respond
with eagerness and an increased level of motivation.
Have you ever found yourself in the middle of a technology problem only to
be bailed out by one of your tech-savvy students? After overcoming any initial
embarrassment, maybe you've come to the realization that you have some budding
peer coaches on hand. What a great resource to have at your fingertips—make
sure you put it to good use! Even though some of your students struggle with core
material, they may be technological whiz kids who can come to the aid of others.
Allowing students to assume the role of technology peer coaches usually inspires
them, particularly those who are below-level students in core curricular areas. Peer
coaching affords them a chance to shine for a moment and excel in an area that is
"cool" to students of the digital age. In most cases, students who aren't as skilled
with technology are not ashamed to receive help from others because they want to
succeed with it.
We invite you to experiment with this useful support mechanism. You can put it
to use in various ways, and it doesn't seem to matter whether students share one
computer or have their own. For the sake of example, we've arranged students into
mini-groups in lab situations, with computers for each individual. When students
encounter difficulties, they go directly to the students who've been appointed as
their group leaders. If the group leaders can't resolve the problem, they take it a
step further by asking their leader peers next. If the leader peers can't answer the
question, one of them asks the teacher for help. Sometimes the teachers won't have
an adequate response. When this happens, one way to handle it is to put forth the
problem to the whole group to see if someone else might be able to solve it. Here's
yet another instance of decision and consensus making in a community of learners!
We've addressed the importance of cultivating a healthy physical and emotional
learning environment for our students and supporting them with techniques
such as peer coaching and scaffolding. Let's see what anchor activities can offer to
teachers and students as they work together in the differentiated classroom.
Anchoring or Extending
Sometimes teachers and students confuse anchoring (aka "anchor activities'' or
"extending") with a more unpleasant activity: "busy work." Actually, anchor activi-
ties serve a higher purpose. Not only do anchor activities benefit students because
they promote responsibility and independence (which in turn reduces classroom
disorder), but they also free us up to monitor struggling students and whole-class
or group tasks, or to test out a new activity.
Anchor activities are a part of the unit students are currently studying and are
tied to the assignment students have just completed. They present additional
opportunities to extend students' comprehension of essential concepts, and they
allow for choices based on levels of readiness and interest. Most important, they
offer purposeful options that reinforce and deepen the connection between the
overarching unit theme and the distinct assignments that make up that unit. Most
teachers give some type of credit or grade for anchor activities because they're
included in the assessment plan.
If you haven't tried anchoring activities in your classroom, we think you'll find
they don't involve heavy grading on your part. Nonetheless, they carry weight with
students because they realize you'll be assessing their work.
Don't mistakenly categorize anchoring as an inflexible strategy, because you can
adapt it to your needs. You might use it
• after students have finished an assignment,
• as a component of learning contracts,
• as a warm-up or opening activity,
• independently,
• while students await your assistance on a task,
• with learning and interest centers,
• as a booklet or other expression of culminating activities.
If you have a low-tech classroom, you'll be happy to discover that we can offer
either non-tech or tech-driven anchor activities. As you can see in the table that
follows, technology can function as both a creative and research tool.
TABLE 10.1 • Non-tech and tech-related anchor activities

Non-tech Anhor Activies Tech-0rlated Anctor acivities
Creative activities using books, crayons, Creative activities using computer software, such as:
glue, paper, puppets, stories, and so forth Microsoft Paint or TuxPaint www.tuxpaint.org
Culminating booklet students work Teacher and students create booklets made from downloads or software, such as Microsoft Word or
through as a part of the creation Publisher (or via a teacher-created Web site that allows students to complete sections of the work
of a final product online and submit)
Games, riddles, and puzzles Games—online and teacher-created using technology:

VA Kids, K-5th—Games & Activities www.va.gov/kids/k-5/games_activities.asp
Kid's Page at Valley Forge www.ushistory.org/valleyforge/kids/
ABCya! Elementary Computer Games www.abcya.com
Mrs. Dell Interactive Learning Activities http://mrsdell.org/quiaactivities.htmlml
Parade of Games in PowerPoint http://facstaff.uww.edu/jonesd/gams/es/
Jefferson County Schools Science http://jc-schools.net/PPTs-science.htmltfGradesK-5
Presentations and PowerPoint Games
Graphic organizers, outlines, Graphic organizers, outlines, and thinking maps made with computer software, such as:
and thinking maps created by hand Learning Resources: Graphic Organizers www.eduscapes.com/tap/topic73.htm
Illustrations, images, and maps from print Illustrations, images, and maps from digital resources or made with computer
resources or made with art supplies such drawing software, such as:
as crayons, markers, colored pencils Microsoft Paint, TuxPaint, Comic Creator www.readwritethink.org/student_mat/student_
material.asp?id=21
Xpeditions www.nationalgeographic.com/xpeditions/
Journal writing, learning logs, Journal writing, learning log, and newspapers—created with computer software such as:
and newspapers Publisher, Word, or Printing Press www.readwritethink.org/student_mat/student_
material.asp?id=36
Math (or other subject) Web site resources that offer online problems of the day or week, such as:
"problem of the day" Aunty Math www.dupagechildrensmuseum.org/aunty/
continued
TABLE 10.1 • Non-tech and tech-related anchor activities (continued)

Non-tech Anchor Activities Tech-related Anchor Activities
Research investigations (inquiry learning, Research investigations (inquiry learning, problem-based learning, project-based learning) using the
problem-based learning, project-based Web and software such as WebQuests and online encyclopedias:
learning) using library or classroom Bernie Dodge's WebQuest Collections http://edWeb.sdsu.edu/Webquest/WebquesL
resource materials collections.htm
The WebQuest Place www.thematzats.com/Webquests/introml.html
WebQuests Created by eMints www.emints.org/W/ebqu/est/
Teachers
Saskatoon (East) School Division http://sesd.sk.ca/teacherresource/Webquest/
WebQuests Webquest.htm
Fact Monster www.factmonster.com
World Almanac for Kids www.worldalmanacforkids.com
Scrapbook or portfolio (paper based) Electronic scrapbook or portfolio using computer software such as Microsoft PowerPoint, Microsoft
Publisher, Microsoft Word, Adobe Photoshop, Art Explosion Scrapbook Factory Deluxe, and Creatin
Keepsakes Scrapbook Designer Deluxe
Silent reading Silent reading online or via printable materials from computer software or Internet, such as:
Starfall www.starfall.c.om
World Wide School www.worldwideschool.ors/g/library/catalogs/
bysubjecMop.html
KidSpace at the Internet Public Library www.ipl.org/kidspace/browse/rznOOOO
International Children's Digital Library www.icdlbooks.org
Interactive Stories http://Web.bsu.edu/OOsmtancock/EDRDG430/
430stories.html
Teacher-made ancillary packets Teacher- and student-made packets from downloads or software, such as:
of materials Enchanted Learning www.enchantedlearning.com
abcteach www.abcteach.com
Worksheets from workbooks Worksheets from downloads or computer software:

(spelling, vocabulary, math) teAchnology ww.teach-nology.com/worksheetsts/s/
edHelper www.edhelper.com
The key to successfully implementing anchor activities is to model how they

operate and to communicate behavioral and academic expectations to our students
in advance. Here are a few tips and techniques some teachers use that might help
you effectively incorporate anchor activities into your classroom repertoire:
1. Settle in advance on grouping and seating arrangements (and meeting
place) for the unit. Classify by color, name, or number and post in an
appropriate location.
2. Tell students what they specifically need to accomplish, using assignment
sheets or role cards.
3. To reduce movement in the classroom, set ground rules for the number of
students who may physically come to you for help or wait for your assis-
tance.
4. Appoint two classroom assistants to the following roles to decrease move-
ment in the classroom and allow you to focus on struggling students and
behavioral issues, monitor students' progress, and so forth:
* a materials manager, whose job is to compile and gather materials for
the assignment.
K a peer mentor or expert of the day, who might proofread, collect
papers, answer some classmates' questions about your instructions,
and so forth. (Restrict the number of students who approach this
student for help, too.)
5. Devise a signal that communicates to students that the noise level in the
classroom is too elevated.
The following diagram might help you to better envision how you can progres-
sively acclimate your class to working in an environment where multiple tasks
(involving anchor activities) are occurring concurrently.
c H A P T E R 10 Using Technology to Manage Your Differentiated Classroom
1. Whole class works

quietly and independently
2.1/2 of the class 2.1/2 of the class

works on anchor works on a different
activjt «• INTERCHANGE THE GROUPS W+ content
-
based activity
3.1/3 of thee
3.1/3 of the class 3.1/3 of the class
, . class works on
works on anchor works on a content-
. . . . another content-based
activities based activity7 .. ...
activity, or with the
teacher
4.1/4 of the class 4.1/4 of the class 4.1/4 of the class 4.1/4 of the class
works on anchor works on a content- works on a separate works with the teacher
activities based activity content-based activity or other choice
FIGURE 10.1 • Acclimating a class to working in an environment where multiple tasks are occurring concurrentl
We mentioned early on in this section that anchor activities can serve as a key
component of a learning contract, which is our next instructional and management
strategy. If you haven't attempted to use this strategy in your classroom, we think
you'll be pleasantly surprised with the results. They actually function as both a
teaching strategy and an assessment tool, and they're a vehicle for self-directed
learning.
Learning Contracts
Throughout this book, we've stressed that differentiated instruction is grounded
in student choice and accountability. Sometimes, however, it's difficult for teachers
to relinquish control to students. But by transferring some of the responsibility to
them, both parties—students and teachers alike—reap many benefits. Some
of them are:
• Students experience heightened self-worth and self-sufficiency.

• Students and teachers build trust in their relationships with one another.
• Students improve decision-making skills.
• Students feel more motivated because they have a say in directing their
educational path.
• Teachers' stress and workload actually decrease slightly.
Learning contracts are a signed agreement between you and an individual student.
The first time you try a learning contract with students, expect to encounter some
opposition. Not only are you changing the rules by holding students accountable
for their own learning, but also they have to promise (with a signature, no less!) to
fulfill the outlined objectives.
As you might assume, the mere use of a learning contract doesn't guarantee that
students will cooperate with enthusiasm. At first, they might seem intimidated
by the thorough listing of learning goals, working conditions, rubrics, guidelines,
timelines, tasks, and deadlines that the contract specifies. These components
clarify expectations and standards by which students will be assessed. However,
by spelling out your criteria, you halt any attempts to claim that deadlines haven't
been announced or that expectations weren't made clear.
Although learning contracts contain some required elements, they also give
students options that will personalize their own learning experiences. The good
news is that while contracts may be differentiated to accommodate students'
diverse interests, learning profiles, and levels of readiness, it doesn't mean you
have to create 20 or 30 separate contracts!
Here are some practical recommendations that will help you formulate and
implement learning contracts:
1. As a general rule, develop three broad templates that relate to three

typical levels of students:
a) self-directed students who have a good command of core content,
b) students who need to work through core materials from start to
finish to comprehend them, and
c) struggling students who don't understand core concepts.
c H A pT E R 10 Using Technology to Manage Your Differentiated Classroom
2. Introduce anchoring at the beginning of the unit and help students elect
their preferred anchor activities from a list of options.
3. Include tasks that involve choices from an assortment of interests or
learning styles.
4. Build in assessment and progress checks at different points in the
contract.
a) Pre-contract activity:
« Use KWL charts to find out what your students know and what
they'd like to investigate.
b) In-progress activities:
• Meet and consult with your students as they work on their indi-
vidual assignments.
• Record group participation and homework grades to make sure
they're on target.
m Fill out self-evaluations to help them improve time management
and organizational skills (optional).
c) Post-contract activities:
H Assess student work.
• Have students complete self-evaluations.
While students might at first be a little distressed by this new approach, most
will come to appreciate learning contracts. They should respond positively to the
freedom they have to work at their own pace, the absence of busy work and review
of material that they've already mastered, and the opportunity to engage in tasks
that appeal to their interests.
A Sample Differentiated Learning Contract Using Technology

It's possible you've never seen a learning contract before, so we're going to show
you one designed for fifth-graders. We recently visited a fifth-grade teacher to
talk with her about how she teaches English and language arts. We interviewed
some students and the teacher about a unit they'd just completed on the Newberry
Award-winning novel From the Mixed-Up Files of Mrs. Basil E. Frankweiler, by E. L.
Konigsburg. These are some of their comments and thoughts on typical classroom
activities.
Students' Perspective:
In our study of the novel, Mrs. Wright usually leads a discussion with lots
of questions to make sure we understand what certain words mean and
what has happened in the chapter or chapters we had to read for class.
Sometimes she reads a chapter or part of a chapter out loud, and other
times, she asks us to read out loud.
More often than not, Mrs. Wright gives us a study guide for each chapter
that has 5 to 10 questions. Most of the time, we have to write out the
answers to the questions and turn them in so she can check them over.
She frequently uses those questions to guide our discussion, so it doesn't
really matter if we've written out the answers ahead of time. We can just
listen to the answers in class and fill them in on our papers before she
collects them. It gets kind of boring because we do the same thing all
the time.
At the end of our unit, we have to write a book report and take a test on
the novel. We take quizzes every other chapter.
Mrs. Wright's Perspective:
In most cases, I use whole group instruction with English/language arts
to make sure everyone understands what's happened in the text we're
reading. Next school year, though, I'd like to challenge my students and
myself by providing differentiated options for students in our unit on
From the Mixed-Up Files of Mrs. Basil E. Frankweiler.
I think offering differentiated student choices would increase students'
enthusiasm for reading and discussing the text. Furthermore, whole
group instruction is becoming increasingly difficult, as I have lots of
interruptions with students leaving the classroom at various times. I'd
like to integrate some technology and anchor activities and try out a
learning contract to give students more input.
Grace and Stephanie's Perspective
Suppose, for this learning contract, that you're in Mrs. Wright's class and studying
From the Mixed-Up Files of Mrs. Basil E. Frankweiler, which is usually read in the
fourth, fifth, or sixth grade.
We fast forward to the next school year and discover that Mrs. Wright has intro-
duced the unit with a PowerPoint slideshow full of images associated with the
text, images such as Michelangelo, the Metropolitan Museum of Art, the fountain
there, and artifacts in various galleries. She invites students to predict the kind of
mystery that Jamie and Claudia (the protagonists) might solve.
Students are comfortable working individually or in flexible groups, and they're

adept at using the software applications mentioned in the Learning Activities
section of the contract. Mrs. Wright has described how the learning contract works
and what students will complete independently and in pairs.
Sample Learning Contraccttt

On the following pages is a sample learning contract that Mrs. Wright might
present to you.
From the Mixed-Up Files of Mrs. Basil E. Frankweiler

Your Name:
Learning Contract
This learning contract covers your investigation of the book From the Mixed-Up Files of Mrs. Basil
E. Frankweiler as well as three products you will create. You will be able to do some of your work
independently and some with a partner. Check off each box once you have completed an activity.
Required Activities
1. Review some of the important places, people, and things in the novel.
D You may play Concentration, a matching game; do a word search; or review with flashcards at
www.quia.com/custom/3227main.html.
D Print a copy of the completed activity (or activities) and attach the printed page(s) to this contract.
2. With a partner, read biographical and autobiographical information about the author, E. L
Konigsburg.
D Share a computer to investigate the following Web sites. Take notes individually (on paper)
regarding some of the connections between E. L. Konigsburg's writings and her real life, such as
childhood experiences she had that might have appeared in her writing, people in her life she
modeled her characters on, and so forth.
D Discuss the facts with your partner to make sure you understand them.
^when
complete Title and Web Page Address (URL)
E. L. Konigsburg's Biographical and Autobiographical Information

http://cms.westport.k12.ct.us/cmslmc/resources/authorstudy/authors/konigauto.htm
Meet E. L. Konigsburg
www.eduplace.com/kids/tnc/mtai/konigsburg.html
Museumkids "Mixed-Up Files" Issue

www.metmuseum.org/explore/publications/pdfs/MusKids_MixedUp/MKids_MixedUp_EntireGuide.pdf
3. Opinion Paragraph
D Work independently and use your notes to write an opinion paragraph on your interpretation
of how experiences and people in E. L. Konigsburg's real life have come to life in her books,
particularly in From the Mixed-Up Files of Mrs. Basil E. Frankweiler.
D Support your opinion with the facts you recorded from the Web sites. Facts can be checked for
accuracy. An opinion is based on a personal belief or view.
D Attach your opinion paragraph after you write it.
OPINION PARAGRAPH RUBRIC
Categories Criteria My Score
1 point 0 points Score
Capitalization I have zero to two errors in I have three or more errors in

capitalization. capitalization.
Conclusion My paragraph has a conclusion. My paragraph does not have a

conclusion.
Descriptive Adjectives My writing has pizzazz. My My writing isn't very colorful;

adjectives are descriptive. I may it's somewhat dull.
have used a thesaurus.
Format My writing has a title, a body, My writing may be missing the

and the author's name. It's title or author's name. It is not
neatly written. neatly written.
Organization My paragraph is well organized My paragraph is poorly

and in logical order. organized and hard to
understand.
Position Statement My opinion position is clearly My opinion position is not clear.

stated.
Punctuation I have zero to two errors in I have three or more errors in

punctuation. punctuation.
Sentence Structure More than two-thirds of my More than one-third of my

sentences are mostly correct. sentences are incorrectly
written.
Source of Evidence My sources for evidence are My sources for evidence are not
included. included.
Supporting Evidence My evidence supports my My evidence is unrelated to or

position. does not support my position.
TOTAL POINTS
4. Choice of Learning Activities

Choose one option from each column of the following table and discuss with your teacher what you
would like to do to learn more about the book.
Be a Writer! Be an Artist! Be a Historian!
D Write an essay that persuades the D Make a floor plan of the Metropolitan D Like the Met, the Art Institute of
reader whether or not Jamie and Museum of Art in New York. (Use Chicago was founded in the late
Claudia could pull off the same feat MS Publisher or the drawing tools in 1800s. Craft a brochure that provides
today. (Use Word.) PowerPoint or Word.) visitors with general information
about the museum, such as location,
hours, admission fees, dining options,
history, and possible hiding places for
Jamie and Claudia. (Use Publisher.)
D Write a news article describing the D Draw your version of the "Angel" D Create a slide show about
mystery that Jamie and Claudia solved statue in the book. (Use Paint.) Michelangelo's life and works. Find
as though it just happened yesterday. digital pictures to insert into the
(Use Publisher.) slides. (Use PowerPoint.)
D Posing as Jamie or Claudia, write D Design a poster that identifies Jamie D Jamie and Claudia were intrigued
several diary entries about your and Claudia as missing children. by the historical artifacts they
escapade in the Metropolitan Include a written description of them, saw in some of the art galleries in
Museum of Art. (Use Word.) their ages, where they were last seen, the museum. Research one of the
whom to contact with information, following topics: Knights (arms
and so forth. (Use Publisher.) and armor), Greek & Roman Art
(sarcophagus), or Egyptian Art
(mummies). Create a Webbe or
booklet to publish your historical
findings. (Use Word for a Webbe and
Publisher for a booklet.)
Citizenship and Work Habits

I agree to the following learning conditions:
D I agree to follow our class ground rules.
D I agree to complete my work on time.
D I agree to do my personal best.
Student's Signature: .Date:
Teacher's Signature:. .Date:
Learning contracts are extremely effective because they clearly outline the tasks
that need to be completed and the requirements students must fulfill. You might
also want to supply additional supports, such as pacing guides and checklists,
to increase students' chances for success. Self-evaluation and peer evaluation, a
collaboration rubric, and display and sharing of final products are other important
activities.
The sample learning contract we developed is simply a model to give you an idea
as to what one might look like and how you can use it with your students. You can
spice up your contracts with color or clip art and make yours even more detailed.
There are no absolutes in terms of length, so don't feel pressured to include
numerous tasks within the contract. In fact, it would be wise to start off short and
sweet and then move forward to more elaborate contracts. Our intent here is to
provide a middle-of-the-road idea. Regardless of the physical design, we think
youTl encounter positive results in your classroom when you offer your students
more learning choices. On top of all the benefits, youTl be pleased to discover that
learning contracts modify your teaching responsibilities and engage you in many
favorable ways as you witness the development of students' final products!
Supervising one's classroom and managing all the additional administrative duties
have become awesome responsibilities for teachers. With all the demands on our
time and the workload we shoulder, it seems exceedingly obvious to say that
instructional and management strategies are essential tools for day-to-day survival!
In this chapter, we shared some beneficial strategies that support a differentiated
classroom, such as scaffolding, anchoring, peer coaching, and learning contracts.
Through our investigation of those strategies, we've learned that technology is also
an invaluable tool to help manage our classrooms. We also reviewed the charac-
teristics of an effective learning community and how it's critical to our students'
overall comfort level and, in turn, their success. Although it sometimes seems like
a great deal of work to get ourselves organized to try out new strategies, we think
that you'll find they're a valuable addition to your classroom.

Anchor AAAMath www.aaamath.com
Activities abcteach www.abcteach.com
(and other digital
Best Practices: Instructional
resources that
Strategies and Techniques http://wblrd.sk.ca/~bestpractice/anchor/
might be used for
assessment) Especially for Elementary http://rozauer.tripod.com/elem.htm
Montgomery Public Schools www.mcps.k12.md.us/curriculum/enriched/giftedprograms/doc/s/
Anchor Activity Worksheet AnchorWorksheet.doc
Reading a-to-z.com www.readinga-z.com
teAchnology www.teach-nology.com/Web_tools/
Computer Lab Kings Park Elementary Third Grade www.fcps.edu/KingsParkES/staff/third-resourmces.htm

Resources Lessons, Units, Web Activities and
Resources
The Computer Lab www.sabine.k12.la.us/vrschool/complab.htmm
Strategies for Setting Up www.wtvi.com/teks/labstrategies/
Computer Labs
Elementary Computer Labs www.fi.edu/fellows/fellow4/may99/
Copyright- United States Patent and www.uspto.gov/go/kids/kidantipiracy.hmtm

Related Issues Trademark Office Kids' Pages
Copyright Kids www.copyrightkids.org
Creating Your TeacherWeb www.teacherWeb.com

Own Teacher
and Class Web
Sites
Differentiated Polk Schools www.polk-schools.com/Differentiated..htm

Instruction
Links
continued

From the E. L. Konigsburg www.Webenglishteacher.comlm/konigsburg.html
Mixed-Up Files E. L. Konigsburg Biographical and http://cms.westport.k12.ct.us/cmslmc/resources/authorstudy/as/uthors/
of Mrs. Basil E. Autobiographical Information konigauto.htm
Frankweiler
Meet E. L. Konigsburg www.eduplace.com/kids/tnc/mtai/konigsburg.html
Museumkids "Mixed-Up Files" Issue www.metmuseum.org/explore/publications/pdfs/MusKids_MixedUp/
MKids_MixedUp_EntireGuide.pdf
Online Activities Using the Metropolitan www.k111.k12.il.us/King/mixed_up.htm
Museum of Art's Siteto Help Enrich/
Extend E. L. Konigsburg's From the
Mixed-Up Files of Mrs. Basil E. Frankweiler
Quia: From the Mixed-Up Files of www.quia.com/custom/3227main.html
Mrs. Basil E. Frankweiler
Teacher Cyber Guide: From the Mixed-Up www.sdcoe.k12.ca.us/score/fris/fristg.htm
Files of Mrs. Basil E. Frankweiler
Webquesting: From the Mixed-Up www.hobart.k12.in.us/Webquests/jonesquest/filequetmllst.html
Files of Mrs. Basil E. Frankweiler:
30 Years Later
Learning Alaska Department of Education www.eed.state.ak.us/tls/Frameworks/mathsci/ms5_2as1.htm

Contracts and Early Development's Collection
of Assessment Strategies
(including learning contracts,
graphic organizers, self- and peer
evaluation, journals/learning logs,
and others)
Best Practices Sample Learning http://wblrd.sk.ca/~bestpractice/contract/assets/pdf/sheet321.pdf
Contract
Microsoft Management Contracts http://office.microsoft.com/en-us/templates/CT101527321033.aspx

Office
Rubrics Rubistar http://rubistar.4teachers.org

and Rubric Teach-nology www.teach-nology.com/Web_tools/rubrics/
Generators
Tech for Learning http://myt4l.com/index.php?v=pl&page_ac=view&type=tools&tool=
rubricmaker
Scaffolding San Diego City Schools Technology http://projects.edtech.sandi.net/staffdev/patterns2000/reception.html

Grant Triton and Patterns Projects http://projects.edtech.sandi.net/staffdev/patterns2000/
transformation.hmlml
Technology in Resource Center www.rtec.org/rtec.cfm?rtec_id=2

Education
BIBLIOGRAPHY
Armstrong, T. (1994). Multiple intelligences in the classroom. Lerman, J. (2005). 101 best web sites for elementary teachers.
Alexandria, VA: Association for Supervision and Curriculum Eugene, OR: International Society for Technology in Education.
Development.
Macrorie, K. (1988). The I-search paper: Revised edition of searching
Armstrong, T. (2000). Multiple intelligences in the classroom writing. Portsmouth, NH: Boynton/Cook.
(2nd ed.). Alexandria, VA: Association for Supervision and
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001).
Curriculum Development.
Classroom instruction that works: Research-based strategies for
Axelrod, A. (1997). Pigs will be pigs: Fun with math and money. increasing student achievement. Alexandria, VA: Association for
New York: Aladdin. Supervision and Curriculum Development.
Benjamin, A. (2003). Differentiated instruction: A guide for McKenzie, W. (2002). Multiple intelligences and instructional
elementary school teachers. Larchmont, NY: Eye on Education. technology: A manual for every mind. Eugene, OR: International
Society for Technology in Education.
Bloom, B. S. (1956). Taxonomy of educational objectives,
handbook I: Cognitive domain. New York: David McKay Montgomery County Public Schools. (2005). Math stations.
Co., Inc. Retrieved May 27,2005 from www.mcps.kl2.md.us/
curriculum/enriched/giftedprograms/mathstations.shtm
Duncan, D., & Lockhart, L. (2000). I-search, you search, we all
learn to research. New York: Neal-Schuman. Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum
compacting: The complete guide to modifying the regular curriculum
Campbell, L., & Campbell, B. (1999). Multiple intelligences
for high ability students. Mansfield Center, CT: Creative Learning
and student achievement. Alexandria, VA: Association for
Press.
Supervision and Curriculum Development.
Scholastic Professional Books. (1998). The kid's book of the 50
Chapman, C., & King, R. (2005). Differentiated assessment
great states: A state-by-state scrapbook filled with facts, maps,
strategies: One tool doesn't fit all. Thousand Oaks, CA:
puzzles, poems, photos, and more. New York: Author.
Corwin Press.
Shumway, M. (1993, Summer). To be a bridge. Focus on Faculty,
Gardner, H. (1993). Multiple intelligences: The theory in practice.
(BYU Faculty Center Newsletter) 2(3), 4. Available: http://
New York: Basic Books.
fc.byu.edu/opages/reference/newslet/vln3.pdf
International Society for Technology in Education. (2000).
Sternberg, R. (1999). Thinking styles. New York: Cambridge
Connecting curriculum and technology. Eugene, OR: Author.
University Press.
International Society for Technology in Education. (2002).
Tomlinson, C. A. (2001). How to differentiate instruction in
Multidisciplinary units for grades 3-5. Eugene, OR: Author.
mixed-ability classrooms (2nd ed.). Alexandria, VA: Association
Jacobs, H. H. (1997). Mapping the big picture: Integrating for Supervision and Curriculum Development.
curriculum and assessment K-12. Alexandria, VA: Association
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated
for Supervision and Curriculum Development.
classroom: Strategies and tools for responsive teaching. Alexandria,
Kelly, M. G., & Haber, J. (2006). Resources for student assessment. VA: Association for Supervision and Curriculum Development.
Eugene, OR: International Society for Technology in Education.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in
Leedy, L. (1999). Celebrate the 50 states! New York: Holiday practice: A resource guide for differentiating curriculum grades K-5.
House. Alexandria, VA: Association for Supervision and Curriculum
Development.
APPENDIX
National Educational
Technology Standards
National Educational Technology Standards

for Students (NETS.S)
The National Educational Technology Standards for students are divided into six
broad categories. Standards within each category are to be introduced, reinforced,
and mastered by students. Teachers can use these standards as guidelines for plan-
ning technology-based activities in which students achieve success in learning,
communication, and life skills.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing
a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using
a variety of media and formats.
APPENDIX National Educational Technology Standards
c. develop cultural understanding and global awareness by engaging with

learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making

Students use critical-thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources. Students:
a. identify and define authentic problems and significant questions for
investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative
solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior. Students:
a. advocate and practice the safe, legal, and responsible use of information and
technology.
b. exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems,
and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to the learning of new technologies.
National Educational Technology Standards

for Teachers (NETS-T)
All classroom teachers should be prepared to meet the following standards and
performance indicators.
I. Technology Operations and Concepts
Teachers demonstrate a sound understanding of technology operations and
concepts. Teachers:
A. demonstrate introductory knowledge, skills, and understanding of
concepts related to technology (as described in the ISTE National Educational
Technology Standards for Students).
B. demonstrate continual growth in technology knowledge and skills to stay
abreast of current and emerging technologies.
II. Planning and Designing Learning Environments and Experiences
Teachers plan and design effective learning environments and experiences
supported by technology. Teachers:
A. design developmentally appropriate learning opportunities that apply
technology-enhanced instructional strategies to support the diverse needs of
learners.
B. apply current research on teaching and learning with technology when
planning learning environments and experiences.
C. identify and locate technology resources and evaluate them for accuracy
and suitability.
D. plan for the management of technology resources within the context of
learning activities.
E. plan strategies to manage student learning in a technology-enhanced
environment.
III. Teaching, Learning, and the Curriculum
Teachers implement curriculum plans that include methods and strategies for
applying technology to maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that address content standards
and student technology standards.
B. use technology to support learner-centered strategies that address the diverse
needs of students.
C. apply technology to develop students' higher-order skills and creativity.
D. manage student learning activities in a technology-enhanced environment.
IV. Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and
evaluation strategies. Teachers:
A. apply technology in assessing student learning of subject matter using a
variety of assessment techniques.
B. use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.
C. apply multiple methods of evaluation to determine students' appropriate use
of technology resources for learning, communication, and productivity.
V. Productivity and Professional Practice
Teachers use technology to enhance their productivity and professional practice.
Teachers:
A. use technology resources to engage in ongoing professional development and
lifelong learning.
B. continually evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate with peers, parents, and the
larger community in order to nurture student learning.
VI. Social, Ethical, Legal, and Human Issues
Teachers understand the social, ethical, legal, and human issues surrounding
the use of technology in PK-12 schools and apply that understanding in practice.
Teachers:
A. model and teach legal and ethical practice related to technology use.
B. apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
C. identify and use technology resources that affirm diversity.
D. promote safe and healthy use of technology resources.
E. facilitate equitable access to technology resources for all students.
INDEX
21st century skills, 8-9 template, 129

accountability, 6 cubing tasks that link content and technology, 125-127
adaptive instruction, 200 lesson plan, 140-143
American Council On The Teaching Of Foreign Languages cubing with ThinkDots variation
(ACTFL), 163 profile, 128
anchoring activities, 224-228 steps to create activity, 128-130
multiple task acclimation model, 228 ThinkDots option, 130-131
successful implementation, 227 culture-influenced preferences, 68
Armstrong, Thomas, 17, 68 curriculum compacting
art-based learning centers, 174-175 profile, 91-92
related technologies, 175 steps to compact curriculum, 91-92
assessment, 6, 50, 197-215 decision making, See consensus making
categories, 197 Deliberation game, 210-2111
interrelationships with instruction and technology del.icio.us, 28
using technology, 197-215 dental health scavenger hunt, 167-168
Audacity Destination Math, 200
using to record radio ad, 182 Destination Reading, 200
audio creation/editing software, 182 differentiated instruction
bodily-kinesthetic intelligence (body smart), 75 framework, 6
brainstorming tools, 25, 37 key components, 6
California Learning Resources Network (CLRN), 96 preparing classrooms for use 219-220
Center For Applied Research In Educational Technology recognition of cultural, familial and academic
(CARET), 7, 16 differences, 6
Chalkboard Challenge, 211 supporting technology features, 13-15
Childrens' Technology Review, 96 differentiated product assignments and activities
Communication game, 211 creating, 148
compacting curriculum steps for planning lesson
benefits, 89 tiered by interest, 153-155
compactor tools, 90 tiered by learning profile, 156-157
for more able students, 88-90 tiered by readiness, 150-152
steps to compact curriculum, 89-90 differentiating by interest with technology, 98
compactor tool, 90 differentiating by learning profile with technology, 99
consensus making, 115-116 differentiating by process, 112-113
cooperative groups, See flexible grouping cubing and ThinkDots resources, 134-135
Cooperative Learning Center At The University Of flexible grouping resources, 135-136
Minnesota, 135 tech-based options, 136-139
constructivist learning, 7 using cubing and ThinkDots, 123-125
course components, 198 using flexible groups, 113-114
cubing, 111, 123-124 with technology, 134-139
lesson plan, 140-143 differentiating by readiness with technology, 92-93
sample cube, 142 related software and learning tools, 93
INDEX
differentiating content Furl, 28

by interest, 93-98 Gardner, Howard, 67, 68
by interest, with technology, 100 gender-based preferences, 67
by learning profile, 98 graphic organizers, 25, 37, 50-51
by learning profile, with technology, 100 grouping assignments that link content and technology,
by readiness, 88 119-122
by readiness, with technology, 100 art or foreign language, 119-120
differentiating curriculum for less able students geography, 120
differentiating process language arts, 120-121
by learning profile, 112 math or science, 121
by readiness, 112 reading or math, 121-122
by student interest, 112 social studies, 122
differentiating products grouping options, 122
by interest, 149, grouping students
by learning profile, 149, by interest, 118, 123
by readiness, 149, 150-152 by learning profile, 118-119, 123
differentiation by readiness by readiness, 119, 122
and technology, 51-52 by student choice, 122
tools and strategies, 50 random, 122
Discovery Education unitedstreaming, 96 impact of technology on research, 7-9
doorknob hanger sample, 143 Inspiration software, 25, 37, 96
drawing software, 24, 38 instructional strategies
electronic games, 210-211 categories, 14-15
encore classes instructional strategies, technology-enhanced
changes in core content, 161-162 based on student interest, 18-19
differentiating in the classroom, 162-165 I-search, 19, 20-28
differentiating with technology, 166-169 jigsaw groups, 19, 29-35
encore subjects R.A.F.T., 19, 36-39, 179-183
technology resources for, 166 WebQuest, 19, 40-45
use of technology, 161-195 intelligence preferences, 67
enGauge 21st Century Skills, 9 interest centers, 17, 94
equalizer, 52-54 interest-driven work environment, 17
existential intelligence (wonder smart), 75 internet scavenger hunts, 167
extending, See anchoring activities interpersonal intelligence (people smart), 75
FASTT math, 96, 199-200 intrapersonal intelligence (self smart), 75
feedback, use of, 204 I-searches, 95
Flash simulations, 57-58 I-search strategy, 20-28
flexible grouping, 52, 111, 112, 114-118 lesson plan, 26-28
assignments, 115 profile, 20-21
decision or consensus making, 115-116 related technologies, 21-26
establishing ground rules, 114-115 steps to create, 20-21
profile, 122-123 jigsaw group strategy, 29-35
strategies and combinations, 117-118 lesson plan, 33
foreign language-based learning centers, 176 profile, 29-30
foreign language instruction steps to create, 29-30
5 Cs, 163 related technologies, 31-33
communicative modes, 163-164 job or role cards, 117
trends, 163 Kentucky Virtual Library, 28
formative assessment, 197 KidsClick!, 28, 185
tools, 204-207 Kidspiration software, 25, 37, 96
FTC publishing, 210 KWL charts, 52, 202
INDEX
learning centers, 170-178 painting software, 24, 38

art, 174-175 peer coaching, 223
foreign language, 176 peer tutors, 83
music, 176-177 physical education-based learning centers, 178
physical education, 178 pre-assessment, 197
profile, 171-173 tools, 200-204
steps to create, 172-173 presentation software, 31-32
learning contracts, 90, 229-235 product differentiation, 147
recommendations for formulating and reason for offering choice, 148
implementing, 229-230 publishing software, 32-33
sample learning contract, 232-234 puzzle creation tools, 44
learning environment, 218-219 online explorations, 95-96
characteristics of successful learning community, R.A.F.T. strategy, 36-39
218-219 for art, 179
learning profiles, 67 for foreign language, 180
factors, 67-68 for music, 181
learning stations, See learning centers for physical education, 183
learning-style preferences, 67 lesson plan, 38-39
literature circles, 116 profile, 36-37
logical-mathematical intelligence (number/reasoning related technologies, 37-38
smart), 76 steps to create activity, 37
matching content to learners, 88 readiness levels, 50
math skills and drills software, 58 Renzulli, Joe, 9
managing a differentiated classroom, 217-237 rotation chart, 136
Mckenzie, Walter, 68 Rubistar, 31
Microsoft rubrics
Movie Maker, 174 tools for creating, 31
Paint, 24 scaffolding, 220-222
Publisher, 33 scaffolding for learning web site, 221
modification of instruction, 6 scavenger hunt, 98
multiple intelligences, 17 student-centered classrooms, 7
connecting with core curricula, 71, 74-77 student performance
in practice, 69-70 effect of technology 7-8
technology tools, 78-79 student teams, See flexible grouping
theory, 68-69 support mechanisms
traits, 72-73 peer coaching, 223
multiple intelligences activities, 70 scaffolding, 220-222
connecting students by web, 70 student-centered learning. See constructivist learnging
ideas to create tic-tac-toe board, 79 Spanish WebQuest, 184-190
lesson plan, 81-84 links, 186-187
music-based learning centers, 176-177 rubric, 190
musical intelligence (music/rhythm smart), 76 strategies to enable more independent work, 136
National Research Center on the Gifted and Talented, student research
89 collecting and organizing information, 28
naturalist intelligence (nature smart), 76 StudyDog, 199
netTrekker d.i., 97 summative assessment, 197
nine intelligences, 68 tools, 207-211
North Central Regional Educational Laboratory survey tools, 51
(NCREL), 8-9, 16 tall tales activity sheet, 107
INDEX
technology
as delivery strategy, 52
as independent learning tool, 52
influence on learning, 9
status of use in schools. 10-13
ThinkDots, See cubing
think-pair-share, 116
thinking reader software, 96
tic-tac-toe boards
multiple intelligences, 79
tiering
creating a tiered lesson, 56-57
profile, 56-57
resources 64
tiered assignments, 52
process to create, 55
tiered assignment table, 58-63
building, 58-62
related technologies, 57-58
Timeliner, 117, 138
Tomlinson, Carol, 52-54, 67, 218
Tomlinson's Equalizer, 52-54
trading card, 158, 181
Venn diagram sample, 143
verbal-linguistic intelligence (word smart), 76
video creation/editing software, 175
video, how to create, 174
video streaming, 99
virtual field trips, 168
visual-spatial intelligence (picture smart), 76
Web-based games, 57-58
Web page creation tools, 43
WebQuests, 97-98
Spanish WebQuest, 184-190
WebQuest strategy, 40-45
lesson plan, 44-45
profile, 40-42
related technologies, 43-44
steps to create, 41-42
Web research tools, 23, 43
word processing
software, 38
templates, 21-22

Ace Smith, Stephanie Throne - Differentiating Instruction With Technology in K-5 Classrooms - International Society For Technology in Education (2007) - Compressed

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Ace Smith, Stephanie Throne - Differentiating Instruction With Technology in K-5 Classrooms - International Society For Technology in Education (2007) - Compressed

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Differentiating

International Society for Technology in Education

Copyright © 2007 International Society for Technology in Education

Library of Congress Cataloging-in-Publication Data

Printed in the United States of America

International Society for Technology in Education (ISTE)

Home of the National Educational Technology Standards (NETS), the Center

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS Hi

Grace E. Smith received a PhD in instructional

Stephanie Throne received a PhD in Spanish

iv DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS

CHAPTER 1 Overview and Principles of Differentiated Instruction 5

CHAPTER 2 Using Technology to Differentiate by Interest 17

CHAPTER 3 Using Technology to Differentiate by Readiness 49

CHAPTER 4 Using Technology to Differentiate by Learning Profile 67

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS v

CHAPTER 5 Using Technology to Differentiate by Content 87

CHAPTER 6 Using Technology to Differentiate by Process 111

CHAPTER 7 Using Technology to Differentiate by Product 147

CHAPTER 8 Using Technology in Encore Subjects:

CHAPTER 9 Using Technology to Assess Learning 197

CHAPTER 10 Using Technology to Manage Your Differentiated Classroom 217

vi DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS

The purpose of Differentiating Instruction with Technology in K-5 Classrooms is to help

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 1

6 Process Teacher-driven Student choices, multiple Student choices, choice board,

2 DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS

10 Management Teacher-driven Flexible groups, Voice/e-mail, talking text,

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 3

Overview and Principles of

NCLB, IEP, GLCE, MI, 6 + 1 Traits—are any of these acronyms a

Sometimes it can seem overwhelming to keep abreast of all the

Yet another acronym you're undoubtedly familiar with is DI, or differentiated

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 5

The core of DI is a broad framework that offers multiple approaches to meeting

As opposed to some educational theories and methods of the past, DI actually

6 DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS

• DI is guided by the constructivist, or student-centered, approach to

1. "Technology improves student performance when the application

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 7

2. "Technology improves performance when the application provides

Differentiated instruction focuses on teaching strategies that give diverse students

8 DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS

NCREL advises that technology influences learning in these three ways:

TABLE 1.1 » The enGauge 21st Century Skills

Digital-Age Literacy • Basic, scientific, economic, and technological literacies

Inventive Thinking • Adaptability and managing complexity and self-direction

Effective Communication • Teaming, collaboration, and interpersonal skills

High Productivity • Prioritizing, planning, and managing for results

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 9

Status of Technology Use in Schools

• Students use computers in school but less than at home.

10 DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS

• Key factors affecting elementary classroom use include

Other key findings from the survey show:

A fourth study, "Effect of the unitedstreaming Application on Educational Perfor-

1. Multimedia and technology use engages students, which in turn leads to

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 11

12 DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS

Technology Features That

DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN K-5 CLASSROOMS 13

2. Summarizing information and Beginning, middle, end Cornell Note-taking Forms

4. Homework and practice Planners and organizers Content-related software